The research project was constructed in a number of early childhood centres in a variety of socio‐economic areas. All of these centres had an early intervention program in operation so that special needs or ‘exceptional’ children could be observed along with mainstream children.
The researcher is investigating children's learning styles to determine the children's preferred learning styles when exploring spatial concepts. The question of whether exceptional children progress through the same stages and in the same order as the mainstream children is also being considered.
Spatial concepts in early childhood is an area that seems to have been neglected by researchers in favour of the development of number concepts. This research project aims to add to our knowledge of how young children learn spatial concepts.
A systematic review of agency-related literature revealed little consistency and coherence in definitions and components of agency, particularly regarding young people. Empirical research used realist grounded theory to analyse discussion of three focus groups consisting of 11 young people aged 13 to 17 involved in active school and community projects in both rural and urban areas from a large county in the UK. Findings indicate how certain psychological factors relate over time between a young person’s thoughts and feelings, their structural context and their positive interpersonal relationships to support their sense of being an agent.
This article argues that focus on young people’s agency is a key thread linking many areas of educational practice to empower young people. Implications for practice with young people, professionals and families are discussed, including use of a schema of the findings to guide assessment and intervention. 相似文献
This four year course prepares students for the teaching of Design and Technology in secondary schools, focusing on the development of skills in design and problem solving. A project based approach is used within the course to encourage individual research activity and promote a student centred learning experience. As well as books and video resources, the students have access to the Internet through a network of Windows NT workstations. The potential for exploration via the Internet has been readily exploited by students and this article reviews the use made of this facility by students and their impressions of its value
Providing Internet access posed many technical and managerial challenges, some of which are considered in the article. The experience gained in its use has provided some interesting insights into other issues surrounding Internet access.
Student response to the Internet as a tool, experience of searches and some of their concerns about their experience in accessing Internet along with the perceived benefits are discussed in the article 相似文献
Our youngest children have not been untouched by this. For the first time in our history there is a political commitment to serve young children and to provide resources for this.
Supported by intense research and investigation, and a sector deeply committed to improving conditions for young children, their families and communities, a comprehensive national policy and training framework for early childhood education and care has been developed.
This article begins by setting the context for early childhood education and care in South Africa. The article focuses on the principles which direct programme and service delivery, the development of a training framework, the role of lobbying and advocacy networks, strategies for improving the quality and increasing quantity of provision, and the role of non‐governmental organisations in service delivery. 相似文献
At the opposite end of the spectrum from the antisocial behaviour is the prosocial behaviour, the aspect of moral contact that includes socially desirable behaviour (such as sharing, helping and cooperating). Prosocial behaviour or altruism has also attracted recently the interest of the researchers as it seems to be a human characteristic of high value that emerges from a very early stage of child development.
In this paper we present the results of an empirical study in which we try to show the ways that the young Greek children of preschool age express aggressiveness and altruism. Actually we combine the results of two pieces of research. One that has been conducted in a natural setting by observing antisocial behaviour of the children in a nursery school and the other by asking about 300 mothers of young children to prescribe the ways their children display prosocial behaviour. The results will be discussed in connection with some aspects of the early childhood moral education. 相似文献
However, in more recent literature, the spiritual dimension has been seen as a universal human characteristic (within which spirituality in religion is viewed as a sub‐set), which is characterised by a deeper state of meaningfulness. In the case of children and young people, modern writers have argued that the encouragement of spiritual growth is important because it is related to a non‐material, ethical and self‐awareness aspect of their development and is a necessary counterbalance to the attainment‐focused demands of the National Curriculum.
As an aid to future study in this area, a possible measurement of spirituality in school‐aged children (The SQ Pupil Inventory) is reproduced at the end of this article. This inventory represents the work in progress of the late Beverley Ruddock who was carrying out her doctoral research in this topic until her sudden death in late 2008. 相似文献
In countries of low and moderate levels of human development children are more likely to use commercial symbol‐making tools first in schools, not homes. The symbol‐making tools most widely available to young children are pencils and crayons. Yet, when commercial tools are unavailable, children create their own, using objects from the natural environment.
The pencils used by most young children are standard adult‐sized while crayons, brushes, and markers are more varied in size. In most countries children use symbol‐making tools freely and with adult direction. Nonetheless, adult‐directed tool use decreases and free use increases as human development levels rise.
Place of residence, socio‐economic status, teacher and parent educational levels, and commercial availability account for often wide within‐country variations in child access to and use of symbol‐making tools. Finally, symbol‐making tool design and use appear to be based on tradition rather than research.
This account is that of one country teacher operating in northern South Australia where distance education has now changed to be offered, Statewide, by a series of open access schools and has also been regionalised to be offered at the initiative of Education Department Regional Centres with a broad responsibility for education of children in their region. The article makes no pretence to being considered as ‘international research literature’ — some will question whether or not it is even distance education. It is being published at my request.
The teacher functions in an areaof small country towns 50 km apart and with 500 or so people. Not too much further north, into sparsely‐watered country, the towns are likely to have 50 or so people and are up to 500 km apart!
What the paper does highlight is that there are professional people ‘out there’ who see themselves as having a stake in distance education. Central administrators and those who regard themselves as scholars in distance education are only a part of the personnel in distance education.
Ed. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
Recognising the adolescent needs of very young parents and building a parent education program based on concrete, playful experiences with plentiful opportunities to interact with peers seem to be keys to successful intervention. In this presentation we will look at the special characteristics of adolescent parents and review a series of field‐tested hands‐on parent education workshops for them. 相似文献
The kindergarten teachers had started a reading project to stimulate parents to read books to their children. Teachers did not know how parents actually read to their children. We conducted the study to describe parent and child activities during joint story‐book reading. We use this project as a case to clarify some of the tensions between notions based on research findings from studies which were mainly conducted with middle class families and projects for educational change which tend to focus on lower class families. Theory tells us that reading with young children should be interactive. Conversations, in which the child actively engages, linking the story or pictures to the child's own knowledge and experiences, are more important to the child's development than reading the story as such. The Curaçaoan reading project is just one example of many project swhich aim at stimulating parental book‐reading without training the parents how book‐reading best can be done.
In the study we found that the parent‐child dyads talkeda lot during book reading. The conversations of some dyads, however, contained many instances of unsuccessful dialogue, and few moments of construction of meaning beyond the actual text. In addition, mothers strongly structured the dialogue that consisted for a large part of retelling the story. It is doubtful whether this type of book reading is as developmen‐tally enriching for the children as is expected and suggested by the teachers. 相似文献
A panel of eminent international scholars, from a range of fields, formulated evidence-based frameworks to guide future teacher education models globally. The frameworks focus on “learning equity.” In addition, the team launched a cloud-based Learning Equity Research and Resource Center, hosting some of the planet's best scholarly and applied research on learning sciences and equity-based practices. The team's research agenda is grounded in learning theory, cognitive science, technology, social justice, and an equity mission to provide learning environments and quality teachers that enable the potential of all children.
The Global Learning Equity Network (GLEN) challenges the preparation of a new kind of teacher for a new kind of school, one built on a learning center rather than a testing center model. GLEN's research, resources, and frameworks are designed to assist new teachers to enable all children to discover their passion(s), grow their talents, and be inspired to lead healthy, happy, and productive lives. 相似文献
This paper recounts some of the principal findings of research in which the teaching staff of a large 9‐13 middle school were interviewed individually regarding their perceptions of their South Asian pupils. The school has an almost wholly South Asian intake and is situated near the centre of a large northern city.
The teachers’ markedly deficit view of their charges is detailed and this is followed by an explanation of their constructions in microsociological terms. A model is presented which clarifies the processes by which close intercultural interaction seem to accomplish worlds as divergent.
The author teaches children with special educational needs at the school in which the study was undertaken. 相似文献
Methodology: The study used the logit model to predict the probability of adoption behaviour, and Social Network Analysis (SNA) was conducted to analyse the question of whether validating information about organic farming provided by interpersonal information sources is associated with communication frequency.
Findings: Our findings demonstrate that being an early adopter of organic farming practices and frequent contact with young and highly educated farmers increases the probability of adoption of other AEM. However, contact frequency in interpersonal networks was found not to be a significant determinant for explaining adoption decisions. Frequently communicating farmers in the network are more likely to attribute higher levels of importance to organic farming information received from formal actors than to information received from informal actors.
Practical Implications: If young and highly educated farmers, who can be considered as informal opinion leaders, are approached by the extension services, then an effective diffusion of information on AEM can be expected. To support the AEM adoption, a platform should be provided by state agencies that would enable organic farmers to understand the environmental benefits achieved over the time.
Originality/value: This study contributes to the scientific discussion on the role of interpersonal communication on AEM adoption. A new aspect is our consideration of organic farmers adopting additional AEM. Moreover, we highlight organic farmers' validation of the importance of formal and informal information sources on organic farming. 相似文献
Patterns of instruction and control observed at the three schools suggest that children from different social classes receive substantially different kinds of schooling. The most obvious distinction in ideological discourse observed among staff members at the three schools concerns the existence of an explicit pedagogy endorsed at the private school and the concomitant absence of any such similar rationale at the other two schools.
The final sections of the paper discuss the implications of these findings for processes of cultural and social reproduction and their relation to relevant literature. 相似文献
The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest to attempt to provide a package of services to the most vulnerable children. The attached four-month job training, intended to develop paraprofessionals with multiple roles, supported by untrained ‘helpers’ is hence somewhat diluted in content.
In addition several other limited kinds of training in Early Childhood Education are available.
Training programmes have had to face several recurrent constraints related to issues of both quantity and quality—availability at different levels; relevance of content and appropriateness of methodology; motivation; certification; and the development of a trainer cadre.
Recently, innovative training programmes, three of which are mentioned, are attempting to meet these challenges in new ways. 相似文献
A case study account of both groups is given and an analysis of the activities which took place in each using the ‘Target Child Observational Schedule’ [Sylva et al., (1980)] is presented in bar‐graph form.
The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development. 相似文献
Though focus is mainly given to the European environment, the changes which are interesting Engineering Education appear to involve also the non-European sphere and therefore, this set of papers on the main outcomes of E4 Thematic Network (2000–2004) has been conceived, not only as an useful instrument of dissemination, but also an open window on Europe.
In this introductory paper key characteristics of successful TNs are outlined, as resulting from the experience of TN E4, Enhancing Engineering Education in Europe, which has terminated its life end of September 2004. The new TN project, denominated TREE, for Teaching and Research in Engineering in Europe, is briefly presented.
On the other hand, in the following 5 sections some of the main activities developed within E4 are presented touching topics related to accreditation, quality assurance, students involvement in Engineering Education, ICT and new learning methods and curriculum development. 相似文献