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1.
The Early Years Learning Framework for Australia governs early childhood education in the years before school in Australia. Since this framework is not a curriculum, early childhood educators report uncertainty regarding what mathematical concepts to teach and how to teach them. This implementation study, positioned within the broader E4Kids study, explored the enactment of a suite of play-based mathematics activities by five early childhood educators in different settings over a seven-month period. The educators' approaches to incorporating the activities are discussed in light of the reported implementation frequency and the duration of activities. A regression analysis predicted significant changes in children's Fluid Intelligence/Reasoning associated with attending high-implementation programmes. Recommendations are made for further investigation of the enactment of mathematics activities in early childhood settings and for the provision of professional learning opportunities that focus on supporting children's concept development as well as their mathematical skills. 相似文献
2.
《Early education and development》2013,24(4):289-300
A preliminary study was conducted to investigate the literacy experiences of preschoolers in Head Start and early childhood special education (ECSE) class- rooms. Two groups of teachers (10 Head Start teachers and 20 ECSE teachers) completed surveys that gathered information relative to the literacy activities occurring in their classrooms, the priority given reading and writing goals, and their attitudes about the literacy development of their students. The results indicated similarities between the two groups of teachers regarding the relatively low priority placed on reading and writing goals at preschool, and the ways in which children were involved in reading activities. The two groups differed in their use of supportive interactions during TV viewing-and writing/drawing activities, and the expectations the teachers held for the children's future literacy abilities. The need for further research describing emerging literacy practices with at-risk and disabled groups of children is discussed. 相似文献
3.
Hui Li Nirmala Rao Shek Kam Tse 《Early Years: An International Journal of Research and Development》2011,31(1):57-70
This longitudinal study examined the relationship between pedagogical continuity in literacy education and early literacy development by comparing Chinese children in Hong Kong and Shenzhen. Stratified random sampling was used to select 24 preschool and Primary 1 classes in four communities catering to middle‐class families in each city. The 24 teachers were interviewed about their teaching methods and views on pedagogical continuity in individual sessions. Further, their teaching activities were videotaped over a period of a week. Their students (n = 758) completed a Chinese literacy attainment test at the beginning and at the end of the same academic year. Analyses indicated that Hong Kong students outperformed their Shenzhen counterparts in Chinese literacy attainment, at both preschool and primary levels, concurrently and longitudinally. This suggests that the holistic approach followed in Hong Kong might have a more positive impact on children's literacy development than the approach followed in Shenzhen. Implications of the findings for early childhood curriculum reform are discussed. 相似文献
4.
Claire E. Baker 《Early education and development》2014,25(3):338-355
Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities. 相似文献
5.
In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
6.
This study examined home literacy and numeracy practices. It also focused on the roles of home and school in fostering Year 3 children's literacy and numeracy development in Australian schools. A parent survey of 95 parents from four schools, and focus interviews of parents, teachers and a school administrator within one school, provided the data for this study. Results showed that parents helped their children with literacy and numeracy at home. Most of this assistance is given with reading, some with writing and some with routine mathematics. Both parents and school personnel held the children's learning interests at heart and advocated for the formation of parent/school partnerships. Yet the discourses relating to school and home roles for assisting children's literacy and numeracy development provided contrasting views. Implications for school personnel are drawn from the results of this study. 相似文献
7.
In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work. 相似文献
8.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated. 相似文献
9.
Justine Howard Gareth E. Miles Laura Rees-Davies 《International Journal of Early Years Education》2012,20(2):175-189
Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum. 相似文献
10.
It is widely recognised that teachers' pedagogical practices are influenced by many factors, including their personal experiences, their theoretical knowledge and the institutional context in which they work. Yet little is known about the beliefs held by Singaporean teachers about language and literacy development. Given the significance of early childhood for subsequent academic achievement, this study employed a survey method to explore the beliefs about literacy held by 79 teachers of 4‐ to 6‐year‐old children in prior‐to‐school settings. The findings indicate that almost all teachers viewed their primary goal as fostering children's ability to communicate and express themselves. They believed in using an eclectic approach rather than focusing on one or other ‘method’. The findings have implications for early childhood teacher education programs, professional development and implementation of Government policies in Singapore. 相似文献
11.
Mary A. Jensen 《Journal of Early Childhood Teacher Education》2013,34(2):181-184
Abstract With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices. 相似文献
12.
Karen Daniels 《Literacy》2014,48(2):103-111
This paper discusses the ways in which young children collaboratively use narrative play and the available space and materials around them in order to exert cultural agency. The collaborative creation of texts is asserted as central to this expression of agency. By presenting an illustrative vignette of a group of 5‐year‐old boys as they engage in literacy practices and create a range of meaningful texts within an early years compulsory education setting, the ways in which agency is expressed through the collaborative venture of text creation is explored. The vignette follows an episode of self‐initiated dramatic play, fuelled by the children's desire to engage in peer culture and make meanings collaboratively. This play episode spurs the creation of a range of hybridised texts, which culminate in the production of a written narrative. Observations from this study are then used to add to a broader discussion, which raises concerns about the current policy in England, which views early writing development as a set of individual and predefined set of skills to be acquired, a view which could undervalue the experiences that children bring to early educational settings. 相似文献
13.
Pamela Greenhough Mary Scanlan Anthony Feiler David Johnson Wan Ching Yee Jane Andrews Alison Price Maggie Smithson Martin Hughes 《Literacy》2005,39(2):97-103
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
14.
Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the “global knowledge economy”. Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case‐study schools. Comparative analysis revealed that literacy curriculum policy processes in both case‐study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning. 相似文献
15.
How Moroccan mothers and fathers view child development and their role in their children's education
Gail L. Zellman Michal Perlman Rita Karam 《International Journal of Early Years Education》2014,22(2):197-209
Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles. 相似文献
16.
Maria Kallery 《International Journal of Early Years Education》2015,23(1):31-53
In the present study we test the effectiveness of a teaching intervention concerning the phenomenon of floating and sinking as a property of the matter the bodies are made of. The treatment, designed for children aged four to six years, comprises two units of hierarchically sequenced activities. The children experiment with objects having specifically designed characteristics aiming at shifting children's attention from the objects to the material(s) these are made of. Both solid and hollow objects were used. The activities were developed collaboratively by a researcher and early years teachers and were implemented by the teachers of the work group in their own public school classes in a sample of 104 children. Action research processes were used to optimise classroom practices. Teacher preparation took place within the work group before implementation. Concept cartoons were used for the children's final assessment. Analysis of classroom data recorded during the course of the activities showed gradual redirection of the children's attention from the objects to the materials of which they were made. The results of the post-instructional assessment revealed high percentages of pupils understanding the kind of material as the determining factor for the bodies' behaviour in water. 相似文献
17.
《Early childhood research quarterly》1998,13(2):241-261
Emergent literacy research has demonstrated that children begin constructing notions of literacy during the preschool years and that early experiences support children's literacy growth. Given that parents may have valuable insight into their preschool children's literacy development, we examined the hypothesis that parental reports from the preschool years could be good predictors of early literacy development once their children enter school. Drawing on data from a longitudinal study of literacy development among low-income children, we correlate reports prepared by parents when their children were three and four years old with the children's subsequent performance on individually administered tests in kindergarten and grade one and grade one teachers' evaluations of children. Correlational analyses reveal significant correlations between parental reports and grade one teacher reports and assessments. Regression models reveal that parental reports account for about a quarter of the variance in kindergarten tests and grade one teacher assessments and over a third of the variance in a decoding assessment given near the end of first grade. 相似文献
18.
Ornit Spektor-Levy Yael Kesner Baruch Zemira Mevarech 《International Journal of Science Education》2013,35(13):2226-2253
Nowadays, early science education is well-accepted by researchers, education professionals and policy makers. Overall, teachers’ attitudes and conceptions toward the science subject domain and science education influence their ways of teaching and engagement. However, there is a lack of research regarding factors that affect this engagement in pre-school years. The main assumption of this study is that teachers’ attitudes regarding science in pre-school can shape children's engagement in science and develop their scientific curiosity. Therefore, the main objectives of this study are to investigate the attitudes of pre-school teachers toward engaging in science and to explore their views about the nature of curiosity: who is a curious child and how can a child's natural curiosity be fostered? An extensive survey was conducted among 146 pre-school teachers by employing both qualitative and quantitative approaches. Results indicate that most of the participants believe that scientific education should begin in early childhood; very young children can investigate and take part in a process of inquiry; and scientific activities in pre-school can influence children's long-term attitudes toward science. Despite these views, most participants felt they did not possess sufficient scientific knowledge. Furthermore, participants expressed diverse opinions when asked to identify what constitutes curiosity, how the curious child can be identified and how a child's curiosity can be fostered. The research findings carry significant implications regarding how to implement scientific activities in pre-school, and how to encourage pre-school teachers to engage children in scientific activities in a way that will nurture their natural curiosity. 相似文献
19.
Elaine Chan 《课程研究杂志》2013,45(4):409-423
There is a general consensus that too many US children are entering school without essential readiness skills. However, there is a lack of consensus as to what constitutes readiness and a corresponding lack of consensus as to the type of early childhood experience that is most likely to prepare children for academic success. This paper offers a perspective, grounded in theory and practice, on issues of readiness and education during the preschool and kindergarten years. This perspective involves a view of human development that stresses the role of adult involvement in young children's learning and emphasizes the preschool years as atime for building cognitive skills that will serve as essential foundations for later academic learning. Images drawn from practice in Korean early childhood classrooms illustrate how teacherdirected activities may foster preschool children's development of these essential cognitive foundations in a developmentally appropriate manner. 相似文献