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1.
“What is that sound?”, “What did the kangaroo say?”, and “What might you hear during a walk?” provide evidence that educators of young children realize that listening represents a necessary ingredient in successful school experiences. Children listen for many hours of the school day, but listening has been a neglected area of instruction. The traditional low priority of listening instruction may have been based upon the myth that children naturally learn to listen or on the misconception that listening skills cannot be taught. Using literature to teach listening can improve learners' listening abilities, provided early childhood educators use developmentally appropriate children's literature.  相似文献   

2.
Twenty-two 5- and 6-year-old children and their parents in one playschool in Reykjavik participated in this study designed to shed light on children's and parents’ views about their early childhood program. Group interviews, children's photographs, children's drawings, and a questionnaire administered as a game were used to elicit children's perspectives and opinions. Findings revealed considerable agreement between parents and their children about playschool as a safe haven for children and about the importance of playschool in education and life-long learning. Both groups reported that playschool emphasised learning rules for behaviour, communication, and play. Of their playschool experiences, children placed highest value on friendships with peers, freedom to choose what to do, and playing. Parents’ priorities included having their children learn to interact well with others; show respect, affection, and honesty; and gain self-confidence and positive self-image. Both parents and children viewed playing and outdoor activities as important parts of playschool life.  相似文献   

3.
This article explains how literary engagements can function as archives for interpretation. Drawing on hermeneutic and pragmatist philosophy, and Iser's discussions of 'literary anthropology', argues that engagements with literary fiction, when supported with what it describes as a 'Commonplace Book' interpretative structure, can develop personal and collective insight. In addition, the article suggests that these Commonplace Book practices and products show how philosophical, theoretical and literary engagements can create events of pedagogy that are experienced by students and teachers as surprising and purposeful.  相似文献   

4.
Two classes in College Station, Texas and two classes in Mexico City shared artwork via telecommunications. In this arts‐based case study we asked: What cultural similarities and differences manifested themselves through children's artwork shared over geographic distances via videoconference? The cultural similarities and differences manifested through the children's art in the form of murals included the children's choices regarding (a) what to portray and (b) how to convey an artistic message. In addition, characteristics and communication styles of each school's culture were described through analyses of each mural's symbols, labels, and artistic style.  相似文献   

5.
Alison Kelly 《Literacy》2005,39(3):129-134
What can listening to children's ideas about poetry teach us? This article considers ways in which exploring primary‐aged students' perceptions of poetry can inform teachers' work with children. Using strategies from earlier studies in secondary schools, a small‐scale project with Year 6 students revealed their complex and sometimes contradictory ideas. These ideas reflect some of the current debates around the nature of poetry and ways of teaching it. The children's ideas are analysed with critical attention paid to the impact of the view of literacy in England's National Literacy Strategy on the teaching and learning of poetry.  相似文献   

6.
Play can occur at any time or in any place; it bears directly on the development of such fundamentals as the learning of language and mathematical ideas and the development of thinking skills and social roles. The following three activities focus on how playthings and play activities contribute to children's intellectual development. We want to state at the outset, however, that play also contributes to children's physical, social, and emotional development. We recognize that play is important to all these areas. But here we consider the contribution of play to one area of development, that is, intellectual growth, or what children can learn.  相似文献   

7.
Young children's enthusiasm for undertaking challenging physical activities is described, and examples are given of physical risk-taking by 4 year olds and by younger children. Having acknowledged the prevalence of such play, three emerging questions are discussed: what are acceptable physical challenges for 4 year olds, how can we juggle the need for challenge with the increasingly restrictive safety requirements, and what may be the wider implications of restricting children's access to physical challenges?  相似文献   

8.
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   

9.
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article, I examine how children's written work is enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literary texts and where children explore and evaluate literature through group reading and discussion. The ways in which children transfer the knowledge of literary devices, gained through group discussion, to their own writing are examined. The relationship between group evaluations of texts and children's writing development is explored with reference to the work of Year 6 children. This illustrates how critical reading and group discussion can raise primary children's metalinguistic awareness and develop their understanding of the stylistic features of narrative texts.  相似文献   

10.
儿童不是小大人",是现代儿童观的一个基本原理。为什么说儿童不是小大人,儿童的世界与成人世界究竟有什么不同?这种不同对教育而言又意味着什么?本文尝试从五个方面,即儿童"热衷于游戏活动","喜欢读童话一类的儿童文学作品","能基于本能和无意识主动自发地学习","存在发展的敏感期或关键期","心理发展遵循一定的顺序",对上述问题作了系统的解答。  相似文献   

11.
《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   

12.
In this essay, David Hildebrand connects Democracy and Education to Dewey's wider corpus. Hildebrand argues that Democracy and Education's central objective is to offer a practical and philosophical answer to the question, What is needed to live a meaningful life, and how can education contribute? He argues, further, that this work is still plausible as “summing up” Dewey's overall philosophy due to its focus upon “experience” and “situation,” crucial concepts connecting Dewey's philosophical ideas to one another, to education, and to democracy. He opens the essay with a brief synoptic analysis of Democracy and Education's major philosophical ideas, moves on to sections devoted to experience and situation, and then offers a brief conclusion. Some mention is made throughout about the surprisingly significant role art and aesthetics can play in education.  相似文献   

13.
Is it possible to teach people to write fiction? A more important and helpful question is: how do we teach creative writing? And who are the teachers? A published writer is not necessarily qualified to teach creative writing. To helpfully share their declarative knowledge with students, a writer must embrace the art and craft of teaching, consider how different students learn and create the optimum setting to enable learning. There is a parallel challenge for the writer with the student, as each is faced with challenges around their previously held assumptions about ways of learning.  相似文献   

14.
Christer Ekholm's point of departure in this article is Gert J. J. Biesta's call for a new pedagogical attitude that takes a stand against the current trend in education. At present, the dominant approach is to make what we do in school into something wholly predictable, measurable, and assessable, which (as Biesta argues) misses important aspects of what education actually is or should be. One such aspect has to do with “subjectification,” that is, events where someone makes an appeal to me, singles me out in my uniqueness, and makes me ethically responsible to the other one before me. What role can literary education play in facilitating such events? What kind of reading strategies should be promoted with the aim of such an ambition? On the basis of a critical analysis of the discursive construction of an opposition between reading as engagement and reading as distance, Ekholm argues that the answer to these questions is to be found in an alternative literature didactics, where the work of fiction is understood not as text, but as utterance; not as something written, but as writing; perhaps even, not in terms of object(ification), but of subject(ification)?  相似文献   

15.
Margaret Meek (1988) has described how children borrow ideas from literature through ‘unteachable’ lessons. In this article I explore how children's written work might be enhanced through ‘teachable’ lessons, where the teacher draws attention explicitly to aspects of literature and the literary devices used by authors, and where children explore and evaluate literature through group reading and discussion. The interrelationship between children's knowledge and understanding of literature and their writing development is examined. The way that critical reading and group discussion can develop children's metalanguage and metacognitive understanding is illustrated.  相似文献   

16.
This article draws on Martha Nussbaum's distinction between basic, internal, and external (or combined) capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self‐governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish.  相似文献   

17.
The goals of the present study were to identify the impact particular stereotyped toys have on young children's complexity of play; to identify how these behaviours may influence children's cognitive development using play assessment; and to ascertain the toys that would be most appropriate for use in play assessment sessions. A total of 30 children who ranged in age from 18-47 months were observed playing for 30 minutes in a playroom. Analyses revealed that higher levels of play complexity were only manifested when children played with female stereotyped toys. The implications for practitioners of this and other findings are discussed.  相似文献   

18.
The intention of this study is to examine how early childhood education (ECE) teachers can promote children's language learning and the construction of knowledge about their environment in everyday conversations. Young children primarily learn through interactions with adults and peers, with conversations representing important arenas for language learning, as well as for learning about the environment. The research question is: How can teachers encourage a learning environment to promote children's learning to use language and collaborate on the construction of knowledge in everyday conversations? This study has a special focus on the collaboration between teachers and children, and the study was accomplished through video observations carried out in a small-town kindergarten consisting of four classes. The results revealed that the children were mostly invited to answer closed questions, and that the teachers did not invite them to work together to develop their understandings. Through the study, the ECE teacher became focused on what is taking place in everyday conversations.  相似文献   

19.
Many feminist philosophers of education have argued that the teacher's pleasure plays an important role in the classroom. However, accessing such pleasure is often easier said than done. Given our current academic climate, how might teachers develop pedagogical practices that cultivate these delights? This article investigates the (rather surprising) response to this question offered in Augustine's De catechizandis rudibus. Despite his reputation as a pleasure‐hater, Augustine spends the majority of his text defending the delights of teaching. In particular, Augustine argues that if teachers wish to find pleasure in teaching, they would do well to study the pleasures of mothers. To this end, I analyse the nature of Augustine's maternal appeal. What insight does Augustine find in the experiences of mothers? In what way does he hope his colleagues will allow these experiences to shape their pedagogies? I conclude by exploring the benefits and the risks of Augustine's claim for those who teach in the contemporary feminist classroom. Augustine's defence of pedagogical pleasure suggests that he shares a common interest with feminist philosophers. But, the social/political limits of his account highlight the value of submitting such pleasures to the terms of feminist critique.  相似文献   

20.
This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed.  相似文献   

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