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1.
The empirical study explores children's perceptions of the family and family membership. 300 four‐, six‐ and eight‐year‐old children were interviewed with a semi‐structured ‘Family Concept Interview’. Interview strategies and research findings are presented and discussed. Establishing field entry rituals and determining appropriate modes and levels of discourse are important factors for creating an interview situation in which children are continuously attentive and motivated. Findings indicate that children do have a generalised and complex image of the family. The majority construct relatively large families with two or more children; over half the children include grandparents (father and mother)’, but one‐parent‐households are also accepted as ‘a family’, regardless of the child's own family situation. ‘Common residence’ is an important but not a necessary criterion for family membership. The findings show significant age differences concerning some aspects of children's family concepts. 相似文献
2.
《Parenting, science and practice》2013,13(1):57-89
Objective. To determine how parents evaluate decisions about children's autonomy, Korean mothers and fathers as well as nonparental female and male adults, all living in the United States, were interviewed about parental decisions regarding children's engagement in gender consistent and gender inconsistent extracurricular activities. Design. A homogeneous sample of parents and nonparental adults (N = 80) participated to control for social experience beyond parental status. Participants were interviewed about whether it was acceptable for parents to allow their sons and daughters to engage in gender consistent (boy plays baseball, girl takes ballet), gender inconsistent (boy takes ballet, girl plays baseball), and gender neutral (boy goes to a sleepover, girl goes to a sleepover) peer activities, along with questions about autonomy, gender preferences, parental jurisdiction, cultural change, and stereotype knowledge. Results. Whereas all participants promoted autonomy, parents were more likely to sacrifice autonomy to conform to gender stereotypic expectations than were nonparental adults and to use social-conventional reasoning to justify their evaluations. Parents were more likely than nonparental adults to promote boys' autonomy than girls' autonomy in the absence of stereotypic expectations but were less likely to do so in gender inconsistent contexts. Conclusions. Korean parents and nonparental adults differ in their decisions about children's engagement in gender related peer activities. In contrast to nonparental adults, parents used multiple forms of social reasoning when evaluating children's autonomy in the context of gender expectations. These findings shed light on the complex decision-making that parents engage in when granting children autonomy and promoting social development. 相似文献
3.
Yoko Yamamoto 《Gender and education》2016,28(1):72-88
Despite increasing rates of university attendance among women, a significant gender gap remains in socialisation and educational processes in Japan. To understand why and how gender-distinctive socialisation processes persist, this study aimed to examine both middle-class and working-class mothers’ beliefs about gender, education, and children's development. Qualitative analyses were conducted on in-depth interviews with 16 Japanese mothers with preschool children who participated in the research study for three years. The meaning of education differed depending on the children's gender and social class context. While there was a social class difference in mothers’ expectations of their daughters’ educational attainment, the majority of women in this study saw their daughters as caregivers of family members in the future. This study also demonstrates the dilemmas and mixed messages in women's narratives in relation to gender norms and the processes of raising their children. 相似文献
4.
Judith K. Bernhard Luz Bascunan Rodolfo Arenas Nury Rugeles Verga Daniel Gana 《Early Years: An International Journal of Research and Development》2004,24(1):49-62
Thirty‐eight Latin American mothers with young children tell of their perceptions of school discipline and comportment issues and talk of their children's encounters with ‘zero tolerance’ legislation, and related rules for conduct, implemented by the local school boards. The purpose of this exploratory study is to understand: (a) parents' views of and concern about disciplinary practices at school; (b) parents' ideas about the connection between home and school discipline; and (c) parents' understanding of the officially prescribed consequences of behaviour identified as non‐tolerable. Implications of the findings are discussed with regard to professional practice. 相似文献
5.
North American curriculum theorists Gonzales and Moll and their colleagues have argued that working with children's ‘funds of knowledge’ allows teachers to build on what children already know in order to meet the mandated outcomes. The approach also has the potential to change the knowledges that are valued and which advantage some children over others. In this article we examine three instances in which children's ‘funds of knowledge’ leaked into English classrooms: these were not fully taken up. We suggest that these instances represent opportunities wasted, but that they offer some insight into the challenges of introducing a ‘funds of knowledge’ approach into the English ‘curriculum space’, as well as some of the possibilities. We suggest that while there are current initiatives which do work with children's peer and family knowledges, these are isolated and that coordinated debate is required about the potentials of such an approach in the English context. 相似文献
6.
Jo Lunn Brownlee Elizabeth Curtis Rebecca Spooner-Lane Florian Feucht 《Education 3-13》2017,45(2):191-208
Research shows that the beliefs individuals hold about knowledge and knowing (epistemic beliefs) influence learning approaches and outcomes. However, little is known about the nature of children's epistemic beliefs and how best to measure these. In this pilot study, 11 Australian children (in Grade 4 or Grade 6) were asked to ‘draw, write and tell’ about their epistemic beliefs using drawings, written responses and interviews, respectively. Drawings were analysed, with the majority of children depicting external, one-way sources of knowledge. The written statements and interviews were analysed using inductive thematic analysis, showing that children predominantly described knowledge acquisition as processes of task-based learning. Interviews also enabled children to describe a wider range of views. These results indicate that the methodological combination of ‘draw, write and tell’ allowed for a deeper understanding of the children's epistemic beliefs which holds implications for future research. 相似文献
7.
This article uses a case‐study of boys’ and girls’ block play in 10 Australian early childhood centres to critically appraise current approaches to gender equity in the early childhood curriculum. The case‐study describes how patriarchal gender relations were created and maintained between boys and girls in their block play, how teachers responded to these relationships and how children responded to teacher challenges to their gender relations. The article discusses the ‘failure’ of several strategies used by the teachers to produce changes in children's gender relations and how feminist post‐structuralist reconceptualisations of gender equity work have the potential to produce more effective strategies for teachers wishing to challenge patriarchal gender relations between young children 相似文献
8.
This study reports primary children's perceptions of the role of the Teaching Assistant (TA) in three state primary schools in South West England. Through the use of a questionnaire and semi-structured interviews, an exploration was made of how children view TAs, who are commonly found delivering the curriculum alongside the teacher in the classroom. A simple questionnaire was completed by 419 junior children and 86 infant and junior pupils were interviewed, giving children a ‘voice’ about an environment which they inhabit for a substantial proportion of their lives. The results show that children between the ages of 5–11 perceive the role of the TA to be of value and their work to be useful and helpful. Their accounts of the TAs' work in general and in relation to themselves, in particular, were clear and insightful. They distinguish between teacher and TA in terms of training, vocation and responsibility. Most children consider themselves to be confident and willing to ask for help but a significant minority reported that they preferred not to ask for help. The implications of the findings for further research on children's views and for educational practice are discussed. 相似文献
9.
Dr Pamela Sharpe 《International Journal of Early Years Education》1994,2(3):84-95
This paper describes some preliminary results comparing two groups of children's performance on a set of Piagetian conservation tasks. The findings point to the need to sensitise parents and teachers to current views on appropriate learning environments for young children, in particular, the strategies that they might use to make sense of their experiences. In addition, the findings are used to support the argument that it is important to emphasise adults’ roles in giving structure and direction to children's early learning experiences. It is anticipated that if parents and some teachers understand the basis for this approach to tutoring, their support and encouragement will relieve the potentially damaging pressure to ‘ succeed at all costs ‘, a current dilemma for parents of children in Singapore. Given the emphasis on structure and attainment in the Singaporean Pre‐Schools in this paper, experiences involving aspects of problem solving are selected for investigation, given their reported relationship with school attainment. (Bruner, 1972). 相似文献
10.
Being taught to learn together: an ethnographic study of the curriculum in two Chinese kindergartens
Fengling Tang Shirley Maxwell 《Early Years: An International Journal of Research and Development》2007,27(2):145-157
This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of ‘semi‐participant’ observations, semi‐structured interviews, daily conversations and open‐ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over‐emphasis on children's knowledge‐based study to support for children's harmonious overall development, also contributes to this tension. 相似文献
11.
《Journal of moral education》2012,41(4):373-391
The present study explored Kohlberg's theory of moral development in relation to Korean and British children. A total of 128 Korean and British children aged 7-16 years were interviewed individually using Kohlberg's moral dilemmas, Form A. It was thought that the children in both cultural groups would develop moral stages at a similar rate. However, they showed cultural differences in the use of moral orientations. In addition, it was not possible to match some of the responses from the Korean children to Kohlberg's manual, implying that there are some Korean traditional concepts which affect Korean children's moral reasoning that Kohlberg was not aware of. Thus, Kohlberg's system could be used to examine children's general moral stage but was insufficient to understand fully Korean children's moral reasoning. The present study suggests that the interpretation of children's moral reasoning should be made based on consideration of cultural influence. 相似文献
12.
This paper explores the versions of language and of childhood which implicitly underpin the official National Curriculum for English at Key Stages 1 and 2. It considers the politically charged context of debates about ‘grammar’ and ‘standards’ within which a standardised curriculum is imposed, and the assumptions about language, learning and children which are involved in assessing children's talk. Finally, the article draws on an empirical study of the informal talk of six 8‐ and 9‐year‐old children to present some alternative perspectives on children, language and learning. 相似文献
13.
Since the mid‐1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine the ethical and methodological considerations which have underpinned our own work in this area, focusing on a recent investigation into children's understanding of Jewish culture and identity. The techniques employed to probe the children's beliefs and attitudes and challenge their taken‐for‐granted assumptions are described at length, together with the ethical dilemmas addressed during the course of the research. In the second part of the paper, we focus on issues raised by our own curriculum development work in anti‐racist and multicultural education in ‘all white’ schools. We draw extensively on a recent case‐study of 10 and 11 year‐olds’ responses to a teaching programme which aimed to counter stereotypical images both of developing countries and Islam. 相似文献
14.
Elizabeth Ann Cottone 《Early education and development》2013,24(3):351-372
Research Findings: The purpose of this paper is to explore the association between maternal reading beliefs and children's emergent literacy outcomes in light of maternal education. Furthermore, I consider whether maternal reading beliefs may mediate the association between maternal education level and children's print knowledge and phonological awareness while classroom quality, maternal literacy practices, gender, and ethnicity are controlled. Data were collected from a socioeconomically diverse population of 92 mothers and their preschool children from 2 demographically different counties in a Mid-Atlantic state. Correlations among all measures were moderate and positive, with higher levels of maternal education associated with higher scores on a maternal beliefs measure and higher child scores on a print knowledge and phonological awareness measure. Maternal reading beliefs mediated the effects of maternal education level on children's print knowledge and phonological awareness. This pathway remained in the presence of the 4 covariates for print knowledge only. Practice or Policy: These findings have important implications for practitioners as they work to involve parents in students’ literacy development by creating parent training programs that not only integrate but also highlight and even shape maternal reading beliefs. 相似文献
15.
This paper examines young children's working styles when they are engaged with a peer on a computer‐based reading task. Two types of pairing were investigated: (i) ‘Equal’ pairs, where the children were of equal reading attainment and (ii) ‘Unequal pairs’, where there was a disparity between the children's reading attainment. The results suggest that the children's reading attainment and/or their gender may be more significant factors in determining the nature of children's collaborative activity than pair type. The implications of these results for practitioners who wish to use talking books as a classroom resource are discussed. 相似文献
16.
This paper presents an analysis and discussion of the opinions of two generations of Asian parents with regard to their young children's education. A large number of parents (n = 200) were interviewed during 1970-1974 and a smaller number (n = 40) during 1995 to ascertain their views on a variety of topics relating to their children's early education. The findings are discussed in a qualitative way and reveal the increasing satisfaction of Asian parents with their children's education. A higher proportion of the mothers of the 1990s help their children with homework, read them stories and are generally more participatory in their children's education compared with the 1970s group. The second generations are concerned with the lack of facilities for the teaching of mother tongues in schools. These and other findings are discussed within the changing lifestyles of second-generation Asians. 相似文献
17.
Margaret J. Snowling Fiona Duff Alex Petrou Josie Schiffeldrin Alison M. Bailey 《Journal of Research in Reading》2011,34(2):157-170
We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills. 相似文献
18.
Neil Hopkins 《Journal of Philosophy of Education》2015,49(4):607-618
This article investigates the application of Philip Pettit's concept of freedom as non‐domination to the issues of educational standards and the negotiated curriculum. The article will argue that freedom as non‐domination (and the connected concept of debating contestations as part of a legitimate democratic state) shines a critical light on governmental practice in England over the past two decades. Joshua Cohen's proposal of an ideal deliberative procedure is offered as a potential mechanism for the facilitation of debating contestations between stakeholders over the curriculum. Cohen places particular importance on the participants being ‘formally and substantively equal’ in the proceedings and being able to ‘recognize one another as having deliberative capacities’. It will be argued that formal and substantive equality between children and responsible adults is highly problematic due to the ‘considerable interference’ (Pettit) teachers and adults have to make in children's lives. However, the article does offer examples of children's deliberative capacities on the issue of the curriculum (in response to Cohen). 相似文献
19.
This article draws on data from two recent research studies of children's language and literacy development in the context of their work in school‐based creative arts projects. Using observations of children (ages 3 to 11) and teachers at work, the article examines the ways in which the activities in such projects open up opportunities for children to talk with each other and with adults by generating a ‘workshop’ atmosphere. Children's authentic and wide‐ranging talk in creative arts projects encompasses personal, social, imaginary and real‐world themes which, we argue, is rare in other curriculum contexts. As schools are encouraged to develop ‘creative partnerships’ with artists and arts organisations, the article highlights the role of the teacher in observing and promoting these experiences as occasions for children's language development. 相似文献
20.
Primary special school teachers' knowledge and beliefs about supporting learning in numeracy 
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下载免费PDF全文 Lio Moscardini 《Journal of Research in Special Educational Needs》2015,15(1):37-47
This paper presents findings from a qualitative study of a group of 12 teachers in primary special schools in Scotland for children with moderate learning difficulties. It sets out an analysis of classroom observations and interviews that explored teachers' knowledge and beliefs about teaching and learning in mathematics with children with moderate learning difficulties. The teachers were interviewed pre‐ and post‐intervention; this was a research‐based professional development programme in children's mathematical thinking (Cognitively Guided Instruction) which teachers then developed in their classrooms. The findings showed that prior to the professional development, the teachers had a limited knowledge of children's mathematical development with teaching frequently informed by intuitive beliefs and dated and sometimes discredited practices. Most teachers had low expectations of children with learning difficulties. Post‐intervention, the teachers reviewed this stance and affirmed that a deeper understanding of children's mathematical thinking provided a more secure knowledge base for instruction. They also recognised the extent to which learners were constrained by existing classroom practices. The paper argues for the commonality of this knowledge base and considers the problematic nature of viewing such knowledge as sector specific. 相似文献