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1.
Julia Wilkins Kathryn Howe Maddie Seiloff Shelly Rowan Elizabeth Lilly 《British Journal of Special Education》2016,43(3):233-249
The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses. 相似文献
2.
Brian Finch 《Literacy》2012,46(1):40-47
Many children view favourite feature films repeatedly at home and develop understandings of them. This article discusses findings from a study which focused on the understandings that 9‐ and 10‐year‐old children showed about character in Harry Potter and the Chamber of Secrets. These findings are reported in terms of a framework appropriate for responses to character in literature or in film. The children's home‐based engagement with characters provides evidence for teachers who are planning to extend understandings about character in their classrooms. The article shows that children's interpretative and structural engagement can build significant understandings and informed appreciation which are similar to those that teachers aim for. 相似文献
3.
Fiona M. Collins 《Literacy》2005,39(1):10-17
This article explores the place of the class novel within the current primary curriculum. It begins with an overview of past and current thinking about reading aloud to older primary‐age children. The discussion then moves on to describing research carried out with 43 primary postgraduate student teachers, which aimed to investigate the students' school experiences of observing reading aloud and working on whole narrative texts. Lastly, the article focuses on how the findings influenced changes made to a postgraduate primary course in order to support and develop students' understanding of the role that reading aloud plays in developing children's critical understanding of story. 相似文献
4.
Ashley Bloom Sarah Critten Helen Johnson Clare Wood 《British Journal of Special Education》2020,47(2):170-207
This article reports the development and evaluation of a toolkit‐based approach to eliciting children's experiences of educational support, where the children in question experience speech and communication needs. The ‘Your Voice Your Choice’ approach was evaluated using a cross‐case analysis methodology, which represents a novel approach to critical examination of the effectiveness of such resources. We explored seven case studies within a critical realist framework. We found that the toolkit was effective at supporting most (although not all) of the children with speech and communication needs to explore their school learning and support experiences through a scaffolded emotion‐based ‘dialogue’, which was corroborated by observations and other data sources. The toolkit facilitated access to children's voice as they revealed how they felt across a number of relational, learning and support areas, which could be used by services to focus provision and consider how to better support children's social and emotional needs. 相似文献
5.
Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication 
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下载免费PDF全文 This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy. 相似文献
6.
The emerging interest in “spaces of childhood” over the past two decades can be identified across numerous disciplines. A substantial body of research has indicated that children's active engagement within the natural environment is associated with a range of cognitive, physical, affective, and moral developmental benefits. Although research on children's space and place is a burgeoning field, currently only one identified systematic review exists within the literature investigating the benefits of children's engagement in nature. The aim of this article was thus to systematically review and synthesize the findings of children's understandings and engagement with nature as a space. After a systematic search of the literature, 83 articles were included in this review with study samples spanning across children aged 3 to 18 years old. The review underscores four thematic domains derived utilizing thematic analysis. It is ostensible from the results that children's perceptions of and engagement in nature as a space and place are multifarious, benefiting children's well-being in myriad ways. At a foundational level, more research is required to deepen understandings about how children in differing contexts construct nature. 相似文献
7.
Margaret K. Merga 《English in Education》2016,50(3):255-269
The benefits of regular recreational reading for literacy development have been widely acknowledged, and as such, encouraging children to be life‐long readers is an educational imperative. Teachers who are models of keen recreational reading can play an important role in fostering a keen love of reading in children, so that they regularly engage in the practice. However, it is not known if all teachers have the time, inclination and awareness to actively model a love of reading in their classrooms. This article explores data from the 2016 Western Australian Study in Children's Book Reading to ascertain which teacher behaviours and attitudes children deem indicative of a love of reading. While many children did not know if their teachers liked reading or not, teachers who were perceived to be readers talked about books in the context of pleasure, were seen to read independently at school, and read aloud to the class with expression and emotional connection. 相似文献
8.
9.
Marion Colledge 《Literacy》2005,39(1):24-30
This article presents findings from a one‐year study of several Bengali‐speaking children aged 5–6 years, in their first year of the English school system. The investigation centres on exploration of the children's responses, principally to the visual text, of a selection of narrative picture books used in their school. The aim was to collect children's responses to characters and visual features, and to see what narratives the children made from the picture books. The children, some of whom were relatively experienced viewers and narrators of picture‐book stories, produced varied responses to character and décor. The article suggests that the books formed a bridge between the known and the culturally unfamiliar, giving the children access to an understanding of scenes from types of homes other than their own. The author asserts the need to welcome children's versions of stories and their interpretation of pictures, and to allow them the opportunity to re‐read picture books many times. 相似文献
10.
Elizabeth Dunphy 《International Journal of Early Years Education》2010,18(4):331-347
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education. 相似文献
11.
Children's art work has often been the subject of study by researchers seeking to gain insight into the role of art making in children's learning and development. However, rarely are children's own explanations of their art making used to inform these studies. Children's perceptions of their own art making are important for research and practice in art education, because their artistic experiences and motivations determine how they will engage in and respond to art making activities. This study used ethnographic methods to learn about the art making that took place over the course of one year in an elementary school art room, and to gain insight into the students' experiences and perceptions of art‐making activity. Data were analysed using a socio‐cultural framework. By asking children why they made art and exploring children's own explanations of their art making, this study reveals some of the important intentions that children bring to their artistic activity, and some of the ways that children make meaning through art making. 相似文献
12.
This paper describes two tests designed to find out whether children would be helped in their reading by the use of word and letter spacing that was looser or tighter than commonly used default values. In each test, 24 six‐year‐old children were asked to read aloud in a classroom; the realistic, high‐quality test material was set using a range of either word spacing or letter spacing values. Audiotapes of the children's reading were analysed to determine reading rates; miscue analysis was used to compare the number and kind of errors they made on the different settings. The children were also asked for their views about the texts they read. The results suggest that children in the test groups did not benefit significantly from spacing that was substantially looser or tighter than our default values, and that they noticed differences in letter spacing more easily than differences in word spacing. 相似文献
13.
Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad 下载免费PDF全文
下载免费PDF全文 《Literacy》2017,51(1):44-52
This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts. 相似文献
14.
John S. Morris General Inspector 《Curriculum Journal》2013,24(1):75-85
ABSTRACT The use of drama to promote children's engagement with and motivation to study history is now commonplace at sites of historical interest and in many primary and secondary classrooms. Researchers interested in this area have often measured children's engagement and interest through the oral contributions made both during the drama and afterwards in discussion, whereas the written responses of children to their experience of history through drama have not been systematically analysed. OFSTED has recently reported that while they have observed many examples of high standards of oral work in history, the standard of writing at Key Stages 2, 3 and 4 has been disappointing by comparison. This article seeks to provide direction for teachers trying to develop children's historical writing through drama, and shows how drama can be used to promote analytical as well as empathetic responses to historical questions and problems. 相似文献
15.
《Ethnography and Education》2013,8(1):61-76
Children's transition to school is a key issue in early years of education. Research in this field points to the counterintuitive possibility that the transition to school may actually lead to a reduction rather than a facilitation of children's agency. The paper presents findings of a longitudinal comparative ethnography on children's transition from fields of early childhood education to primary school in England and Germany. Building on theoretical concepts of the sociology of childhood, the study uses the concept of children's complicity to explore how children's agency is embedded in institutional, interactional orders and how it changes during transition. The findings indicate the importance of the structure of keeping the group of children together during transition. Not only is children's participation in the new social situation in school mediated by peer cultural routines. The paper presents the argument that the complicity children develop with their teachers' expectations takes different forms when they can rely on peer cultural routines. 相似文献
16.
Helen Hedges 《International Journal of Early Years Education》2015,23(1):83-96
Children's interests and thinking emanate from their daily lived experiences in their families, communities and cultures. This paper substantiates the view that the construct of ‘funds of knowledge’, understood through the lens of ‘cultural repertoires of practice’, provides an analytical tool for early years teachers to interpret their observations of, and conversations with, young children. The paper reports findings from a qualitative case study in early childhood settings of children's interests and thinking. The methods included participant observation, interviews with teachers and children and gathering of pedagogical documentation. This paper specifically draws on and problematises the funds of knowledge and related gendered thinking that a young Chinese girl revealed through her interests and practices. It argues that although the construct of funds of knowledge provides an authentic conceptual framework to guide and justify teachers' pedagogical decision-making, it should not be accepted uncritically. The concept may raise some issues for teachers' responses to children's thinking and relationships with diverse families. Teachers and researchers have future work to undertake to understand children's complex cultural knowledges and positionings in an increasingly globalised world. 相似文献
17.
Ann Quennerstedt 《International Journal of Early Years Education》2016,24(1):5-18
This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children aged between 1 and 3 years. With a child view based on human rights theory and childhood sociology, an action-based methodology for seeking children's perspective is used to analyse the observation data. Three rights areas are identified in which children frequently deal with human rights in their actions and where they enact a range of possible rights holder positions: ownership, influence and equal value. These rights areas, and the children's various enactments of the rights, are reflected against the preschool context as a co-constructor to the actions of the participants. 相似文献
18.
《The Journal of educational research》2012,105(2):152-162
ABSTRACT The authors used data from the Early Childhood Longitudinal Study–Kindergarten cohort to examine whether parents’ knowledge of their children's reading and mathematics skills varies by academic domain and parents’ income group or ethnicity. Of particular interest was how parents’ knowledge is moderated by school- or home-based involvement. Parents’ knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents’ knowledge and children's reading and mathematics scores. 相似文献
19.
We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8–10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to ‘be patient’ and ‘wait’, for multiple social and technical reasons. Conclusions are drawn about how children's dialogue during and after lessons constitutes and develops their collective capacities to deal with frustrations and problems arising for themselves and others. Attention to children's thinking and language about managing group work should promote their future success in collaborative learning. 相似文献
20.
This paper considers the kind of pedagogical knowledge and principles involved in the operationalisation of knowledge of children's mathematical thinking as a process of dynamic assessment. Using a case study of a particular child, this paper explores planning and instruction for a child determined by a detailed and informed interpretation of the child's conceptual understanding through a dynamic process. It presents as a case study the observations of a teacher who had undertaken professional development in children's mathematical thinking, theoretically informed by Cognitively Guided Instruction and Maths Recovery. The observations revealed the child's mathematical understanding and how the teacher used this knowledge dynamically to inform teaching. The paper outlines the kind of knowledge required of teachers to enact this dynamic process in mathematics teaching and argues for the centrality of this to the development of inclusive practice. 相似文献