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1.
This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need.  相似文献   

2.
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   

3.
The twentieth century has known many splendid examples of professional care and education for young children. But in spite of that, research shows that the practice often does not coincide with our ideals. In this paper basic concepts and their historical roots, that form the foundations of professional care and education of young children are analysed: could these concepts possibly impede contact between teachers/caregivers and children? The concepts of ‘natural development’, ‘develop‐mentally appropriate curriculum’ and ‘child centredness’ are criticised. The drawbacks of a separate children's world (child care centres) are explored. Based on Vygotsky's sociocultural approach the author pleads for scaffolding by giving learning through social looking and participation in adult‐activities a place in child care centres. Besides that, teachers have to value peer‐relationships and to acknowledge that young children do not only play but also want to work and learn together.  相似文献   

4.
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5.
Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary learning, teachers’ repetition of children's remarks contributed to children's vocabulary gains.  相似文献   

6.
This paper considers the kind of pedagogical knowledge and principles involved in the operationalisation of knowledge of children's mathematical thinking as a process of dynamic assessment. Using a case study of a particular child, this paper explores planning and instruction for a child determined by a detailed and informed interpretation of the child's conceptual understanding through a dynamic process. It presents as a case study the observations of a teacher who had undertaken professional development in children's mathematical thinking, theoretically informed by Cognitively Guided Instruction and Maths Recovery. The observations revealed the child's mathematical understanding and how the teacher used this knowledge dynamically to inform teaching. The paper outlines the kind of knowledge required of teachers to enact this dynamic process in mathematics teaching and argues for the centrality of this to the development of inclusive practice.  相似文献   

7.
The first national education goal, school readiness, recognizes a need for young children to be better prepared for entry into elementary school. Many low-income children exhibit a pattern of underachievement in school mathematics. Research has revealed a developmental gap between low-income preschool children and their middle-class peers with respect to the extent of their numerical knowledge. Research has also found that many low-income children do not receive a broad base of support for mathematical development at home or in preschool. In each of two studies, we conducted a bi-generation (parent and child) mathematics intervention with Head Start families. The intervention was designed to enhance parental support for pre-kindergarten children's mathematical development. It was found that low-income parents were willing and able to support this area of their children's development once they were provided with the training to do so. The support that parents provided to their children through the intervention was clearly effective in enhancing the development of children's informal mathematical knowledge. Intervention children developed more extensive mathematical knowledge than a comparison group of low-income children. Thus, an important step toward achieving the school readiness goal can be taken by fostering low- income parents' support for young children's mathematical development.  相似文献   

8.
The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.  相似文献   

9.
Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period.  相似文献   

10.
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education.  相似文献   

11.
Research Findings: Recent work has demonstrated that the changes young children experience in their child care settings before age 5 may be related to subsequent development, especially social development. Several of these studies have included samples of middle-class children, with almost no emphasis on understanding these processes for low-income and/or African American children. This study examined a rural African American sample of children from birth to 3 years of age to understand not only the role of child care changes in children's social development but, in addition, the role played by children's home environment quality. Results suggested that more changes in child care up to age 3 (defined as “big changes” in provider, location, or quantity of care) were associated with lower child care provider ratings of children's social competence. Furthermore, this link appeared to be stronger for children whose home environment was of low quality. Practice or Policy: Policy, practice, and research implications are discussed.  相似文献   

12.
Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts. Specifically, 27% of the U.S. participants did not set any goals for mathematics, and 20% did not use a curriculum or any resources. In contrast, 3% of the Chinese participants fell into each of these categories. Second, early childhood mathematics content in the United States appears to be broader and less differentiated by age group than in China. Lastly, emerging curriculum (mathematics learning that emerges from children's play, activities, and routines) is the prevailing approach for 3- and 4-year-olds in the United States. In comparison, mathematics-specific teaching is the primary, but not sole, form of instruction in China. Practice or Policy: These findings have important implications for implementing the Common Core mathematics standards in the early years.  相似文献   

13.
The development of two children with severe disabilities who were fully included in a community child care centre that implemented a developmentally appropriate play‐based curriculum is chronicled in this paper. The children's development was monitored over the course of a 9‐month school year using the traditional measure of a standardised assessment instrument, as well as monthly observations of the children in various play activities. The data are presented in a case study format and provide evidence that the children in this study made progress in all areas of development. The findings are important in that they show the children with severe disabilities progressed without intensive intervention, indicating that a play‐based curriculum utilising developmentally appropriate practice may provide an effective structure for the instruction of young children with disabilities.  相似文献   

14.
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15.
ABSTRACT

The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics.  相似文献   

16.
This study examined the contribution of nonparental child‐care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child‐care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child‐care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This “catch‐up” effect from the perspective of children's adaptation to the social group is discussed.  相似文献   

17.
Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB.  相似文献   

18.
Research Findings: This study assessed public perceptions of child care and its providers in a Canadian province where government funding for child care includes subsidies and a voluntary accreditation process. In 2007–2008, 1,443 randomly selected adults in Alberta, Canada, completed a telephone survey. Individuals were eligible to participate if they had had interactions with a child younger than 14 years of age in the past 6 months. A total of 52% indicated that the government should cover about half of child care costs, and 72% indicated that child care providers at day care centers should have at least a college diploma. Between 80% and 90% indicated that child care providers were as central to children's development as elementary school teachers. One third of parents sought information on child development from child care providers. These parents were more likely to have children in care for more than 6 hr per week, have children younger than 6 years old, and be unmarried. Practice or Policy: The majority of Alberta adults were in favor of substantial public funding of child care. Adults who interacted with children valued the role of child care providers in supporting children's development, which may be encouraging news for providers. Because parents sought information about child development from child care providers, it is important to ensure that providers have both the training and the content expertise to provide parents with current information that will optimize development and support parents in their role. Policymakers, educators, and program planners may consider this information useful in allocating resources to promote child development.  相似文献   

19.
Abstract

A major challenge for teacher preparation programs and future teachers is learning to work skillfully with the diversity of children in American classrooms. This paper describes a tool developed to address this challenge: the Learning and Teaching Assessment System (LTAS). The LTAS is a performance‐based, curriculum‐embedded assessment tool designed to uncover young children's strengths in different curricular areas as well as their approaches to learning. Developed for use with children 3–8 years of age, the LTAS helps teachers understand what children know in relation to key concepts in the different disciplines as well as how they learn in order to further their learning in subsequent days and weeks of teaching. The development of the LTAS is based primarily on two theoretical frameworks: Leont'ev's activity theory and Gardner's theory of multiple intelligences. To examine the efficacy of the LTAS in its proposed objectives, a pilot study was conducted; results point to the potential of the LTAS for helping student teachers uncover new information about children to guide future instruction.  相似文献   

20.
Competence in early mathematics is crucial for later school success. Although research indicates that early mathematics curricula improve children's mathematics skill, such curricula's impacts on oral language and early literacy skills are not known. This project is the first to investigate the effects of an intensive pre-kindergarten mathematics curriculum, Building Blocks, on the oral language and letter recognition of children participating in a large-scale cluster randomized trial project. Results showed no evidence that children who were taught mathematics using the curriculum performed differently than control children who received the typical district mathematics instruction on measures of letter recognition, and on two of the oral language (story retell) subtests, sentence length and inferential reasoning (emotive content). However, children in the Building Blocks group outperformed children in the control group on four oral language subtests: ability to recall key words, use of complex utterances, willingness to reproduce narratives independently, and inferential reasoning (practical content).  相似文献   

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