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1.
Jinhee Kim 《Early Childhood Education Journal》2011,39(2):133-141
This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering
Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American
children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed
and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and
emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s
challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s
behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their
immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This
study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with
systematic social and emotional support, can help these children attain psychological well-being. 相似文献
2.
教育期望中的社会阶层差:父母的社会地位和子女教育期望的关系 总被引:1,自引:0,他引:1
Chunhua Yang 《Frontiers of Education in China》2007,2(4):568-578
To achieve the overall goals and purposes of education is closely related to the living environments of students. Different
family backgrounds will put children into a situation where they face unfair competition. According to a survey conducted
in China’s Urumqi and Changchun about parents’ awareness of educating their children, this paper will suggest that families
with different backgrounds have different expectations for their children’s education. Moreover, it suggests that parents’
social status is related to their children’s education expectations. Therefore, we can find that parents’ social status influences
their children’s education, and their positions in social class are related to education.
__________
Translated from Qinghua Daxue Jiaoyu Yanjiu 清华大学教育研究 (Tsinghua Journal of Education), 2006, (4): 71–76 相似文献
3.
The question posed in the current study is whether software alone is a sufficient tool for supporting young children’s emergent
writing. We researched the effect of reading an electronic book (e-book) on kindergarten children’s emergent word writing
with and without adult support. Ninety-six 5 to 6 years old children from low socioeconomic status (SES) families were randomly
assigned to one of three groups (32 children each): (1) independently reading the e-book; (2) reading the e-book with adult
support; (3) receiving the regular kindergarten program (control). Each intervention group received four e-book reading sessions.
The children’s emergent literacy was assessed before and after the intervention and included letter-name recognition, phonological
awareness and emergent word writing. Reading the e-book with adult assistance supported the children’s phonological awareness
and emergent word writing more significantly than reading the e-book without support and more than the control group. Reading
the e-book without adult support did not differ from the control group. Furthermore, the children’s initial emergent literacy
level and reading the ebook with adult assistance contributed the most to the children’s emergent word writing. Educational
implications are discussed. 相似文献
4.
Chronoula Voutsina 《Educational Studies in Mathematics》2012,79(2):193-214
This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition
task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall
problem solving approach. Combining qualitative case study with a micro-genetic approach, clinical interviews were conducted
with ten 5–6-year-old children. The aim was to document how children combine knowledge of addition facts, calculation procedures
and arithmetic concepts when solving a multiple-step task and how children’s application of different types of knowledge and
overall solving approach changes and develops when children engage with solving the task in a series of problem solving sessions.
The study documents children’s pathways towards developing a more effective and systematic approach to multiple-step tasks
through different phases of their problem solving behaviour. The analysis of changes in children’s overt behaviour reveals
a dynamic interplay between children’s developing representation of the task, their improved procedures and gradually their
more explicit grasp of the conceptual aspects of their strategy. The findings provide new evidence that supports aspects of
the “iterative model” hypothesis of the interaction between procedural and conceptual knowledge and highlight the need for
educational approaches and tasks that encourage and trigger the interplay of different types of knowledge in young children’s
arithmetic problem solving. 相似文献
5.
Atom Surprise: Using Theatre in Primary Science Education 总被引:1,自引:1,他引:0
Early exposure to science may have a lifelong effect on children’s attitudes towards science and their motivation to learn
science in later life. Out-of-class environments can play a significant role in creating favourable attitudes, while contributing
to conceptual learning. Educational science theatre is one form of an out-of-class environment, which has received little
research attention. This study aims to describe affective and cognitive learning outcomes of watching such a play and to point
to connections between theatrical elements and specific outcomes. “Atom Surprise” is a play portraying several concepts on
the topic of matter. A mixed methods approach was adopted to investigate the knowledge and attitudes of children (grades 1–6)
from two different school settings who watched the play. Data were gathered using questionnaires and in-depth interviews.
Analysis suggested that in both schools children’s knowledge on the topic of matter increased after the play with younger
children gaining more conceptual knowledge than their older peers. In the public school girls showed greater gains in conceptual
knowledge than boys. No significant changes in students’ general attitudes towards science were found, however, students demonstrated
positive changes towards science learning. Theatrical elements that seemed to be important in children’s recollection of the
play were the narrative, props and stage effects, and characters. In the children’s memory, science was intertwined with the
theatrical elements. Nonetheless, children could distinguish well between scientific facts and the fictive narrative. 相似文献
6.
Three common assumptions concerning bilingual children’s language proficiency are: (1) their proficiency in two languages
is usually unbalanced; (2) low socioeconomic status (SES) indicates low proficiency in both languages; and (3) encouraging
parents to speak some societal language at home will promote its development. Examining the vocabulary scores of 282 bilingual
Singaporean kindergartners (167 Chinese, 70 Malay, and 45 Tamil), the current study found that these young children were evenly
divided among four language profiles: strong in ethnic language (Chinese, Malay or Tamil) or English, strong in both languages,
or weak in both. Children with high proficiency in both languages were proportionally represented in the low, middle and high
SES groups, demonstrating the achievability of strong vocabulary in two languages for children of different SES. However,
low SES children were most at risk for low proficiency in both languages, although many achieved high proficiency in ethnic
language or both. Middle and high SES children were most likely to demonstrate low ethnic language with high English proficiency.
Children mostly exposed to one language from different sources generally showed strength in that language. Children exposed
to both languages at home were most likely to show low proficiency in both languages, although plenty of children exposed
to both languages developed high proficiency in English or both. These results affirm previous findings that SES and home
language exposure influence bilingual children’s proficiency. Implications include the importance of teachers assessing bilingual
children’s proficiency in both languages and collaborating with parents to develop bilingual children’s vocabulary. 相似文献
7.
The purpose of this study was to explore how social support, mother’s psychological status, and maternal sensitivity affected
attachment security in children with disabilities by using the structural equation model (SEM). Subjects were 141 pairs of
children with disabilities and theirs mothers. Empirical data was obtained through a series of questionnaires such as marital
satisfaction, support from people around, maternal depression, and parenting stress. In addition, maternal sensitivity and
attachment security were obtained through a Maternal Behavior Q-set and an Attachment Behavior Q-set. The results were as
follows: first, mother’s psychological status was fully mediated by social support and maternal sensitivity. Secondly, mother’s
psychological status had a negative effect on maternal sensitivity, while her maternal sensitivity, in turn, had a positive
effect on the child’s attachment security. However, maternal sensitivity did not fully mediate between a mother’s psychological
status and the child’s attachment security. These structural relationships were not different between children with pervasive
developmental disorders and mental retardation. There were also no significant differences in the structural paths according
to children’s developmental age. 相似文献
8.
Vegetables at Any Cost: How the Media Markets Children’s Unhealthy Food Preferences in North America
Meghan Lynch 《Early Childhood Education Journal》2011,39(5):297-302
This editorial explores the recent endorsement by the North American media of blending, or ‘disguising,’ vegetables in other
foods as a strategy for encouraging children to eat vegetables. The author argues that the myriad of media such as books,
television programs, and internet sites that promote diverse, and often inconsistent, advice on children’s nutrition contributes
to the challenge, rather than aids, parents and teachers in successfully encouraging children to develop healthy food preferences.
In this editorial, a sample of media promoting the disguising vegetable strategy are presented and compared to research recommendations
for children’s healthy food preference development. To promote this strategy, the media were found to draw upon a variety
of authority sources and stress the necessity of young children eating adequate servings of vegetables. Such advice was found
to contrast with research recommendations for developing children’s long-term healthy nutritional behaviours. In light of
such findings, the editorial concludes with recommending areas needed for future research and practice. 相似文献
9.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
10.
This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations
in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences,
we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to
design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of
rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed
children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction
in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point
to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children
demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related
to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already
know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications
for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning
instruction. 相似文献
11.
Eija Pakarinen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Martti Siekkinen Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(3):281-300
This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning
motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning
of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires
measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment
Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional
support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high
learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness.
Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness.
The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s
learning motivation. 相似文献
12.
Evangelia P. Galanaki Helen D. Vassilopoulou 《European Journal of Psychology of Education - EJPE》2007,22(4):455-475
The present study is a critical review of the research literature concerning the links between the teacher and children’s
loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that
loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed
on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship
from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions
of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s
perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the
existing data, critical questions are formulated, suggestions for future research are made, and educational implications for
teacher training and school-based interventions are discussed. 相似文献
13.
This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献
14.
Liv Gjems 《Early Childhood Education Journal》2010,38(4):271-278
As a genre of talk, narratives represent important building blocks in children’s learning in many fields. The purpose of the
study presented in this article is to examine how teachers can encourage children’s learning about people’s beliefs through
narrating. Narratives play an important part in children’s learning to understand other people and how they will act according
to what they believe, think or know. This study is based on video observations of six children, 3 and 4 years old, and their
spontaneous personal narratives told to teachers over a period of 8 months. The narrative analysis revealed that in most of
the narratives the teachers were passive listeners or were concerned about the structure of events. The teachers seldom asked
questions about the children’s mental state or disagreed with the child in ways that revealed their different beliefs. Suggestions
about implications of this study are that early childhood teacher education should focus on talking with children about what
they may think or believe concerning narrated events, and also reveal what they think and believe themselves. 相似文献
15.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
16.
Karin I. E. Dahlin 《Reading and writing》2011,24(4):479-491
This study examines the relationship between working memory and reading achievement in 57 Swedish primary-school children
with special needs. First, it was examined whether children’s working memory could be enhanced by a cognitive training program,
and how the training outcomes would relate to their reading development. Next, it was explored how differential aspects of
working memory are related to children’s reading outcomes. The working memory training yielded effects, and these effects
appeared beneficial to children’s reading comprehension development. Working memory measures were found to be related with
children’s word reading and reading comprehension. The results show that working memory can be seen as a crucial factor in
the reading development of literacy among children with special needs, and that interventions to improve working memory may
help children becoming more proficient in reading comprehension. 相似文献
17.
Theory-testing can only inform scientific inquiry when the prediction of test outcome is based upon the current theory (theory-prediction
consistency). This investigation explores children’s theory-prediction consistency in a computer-mediated task in which multiple
opportunities were provided to predict outcomes and review theories. An initial correlation study revealed that theory-prediction
consistency was associated with children’s success when attempting to identify causation. The second study investigated the
effect of goal and a simple intervention upon children’s theory-prediction consistency. The type of goal appeared to have
no effect but the intervention, which encouraged the children to use their theory to make predictions, significantly improved
their ability to identify cause. Interestingly, it also improved other aspects of their performance – such as encouraging
more reflection upon the outcomes of tests. The results imply that poor theory-prediction consistency may be related to difficulties
in identifying the type of problem being presented. 相似文献
18.
This article examines the role elementary school children’s spontaneous metaphors play in learning science. The data consists
of tape recordings of about 25 h from five different schools. The material is analysed using a practical epistemology analysis
and by using Dewey’s ideas on the continuity and transformation of experience. The results show the rich and varied meanings
that children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation
to the science content taught and they influence learning both through what is made salient, as well as through their relations
to the children’s possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these
cognitive, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in a productive
way, and how the children’s spontaneous metaphors, with all their relations, can be used to enhance conceptual learning and
also learning about the nature of metaphor use in science. Through their connection with various experiences of the children,
it is also shown how children’s spontaneous metaphors have the potential to enliven and humanise the subject. 相似文献
19.
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
20.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
Young-Suk KimEmail: |