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1.
《Early education and development》2013,24(4):469-488
The study was conducted with a group of 5 and 6 year old children in one playschool in Reykjavík, Iceland. The purpose of the study was to shed light on what life in an Icelandic playschool is like for the children attending the program, finding out their views on why they attend playschool, what they do and learn in playschool, what the adults do there, what they enjoy and what they don't like, and what they can or cannot decide in playschool. The study used varied research methods, such as group interviews, children's photographs, children's pictures, and a questionnaire using a cardboard game, to discover children's perceptions and opinions. The results of the study revealed that the children had strong opinions about their playschool life and expressed them clearly. 相似文献
2.
Sally Peters 《International Journal of Early Years Education》1998,6(1):49-58
This article presents the findings of two studies that were designed to improve young children's number knowledge through the use of mathematical games. The first study, with 5‐year‐old children (N = 55), involved parents coming into the classroom to play games with small groups of children. The second study, with 7‐year‐old children (N = 128), explored several ways of incorporating games into school mathematics programmes, including parents playing games with the children. Individual task‐based interviews were used to gather data on the children's number knowledge, and detailed observations were made of selected children's experiences during their normal mathematics lessons and while they were playing the mathematical games. The results showed that games appeared to be most effective as a way of enhancing children's learning when a sensitive adult was available to support and extend the children's learning as they played. The factors that appear to be important when involving parents in games sessions at school are discussed. 相似文献
3.
Ana N. Brown Gioia R. Gonzalez Rebecca T. Wiester Maureen C. Kelley Kenneth W. Feldman 《Child abuse & neglect》2014
Three recently diagnosed cases of caregiver-fabricated illness in a child at Seattle Children's Hospital shed light on a new manifestation of their caretakers’ attention seeking. The patients’ mothers were actively blogging about their children's reputed illnesses. Although it is not uncommon for parents of chronically ill children to blog about their child's medical course, specific themes in these blogs of parents suspected of medically abusing their children were noted. In particular, gross distortions of the information parents had received from medical providers were presented online, describing an escalation of the severity of their children's illnesses. The mothers reported contacting palliative care teams and Wish organizations, independently from their medical providers’ recommendations. They sought on-line donations for their children's health needs. We believe these blogs provide additional direct evidence of the suspected caregivers’ fabrications. Although we have not performed formal content analysis, blogs might also provide insight into the caretakers’ motivations. Protective Services and/or police investigators could consider querying the internet for blogs related to children at risk for caregiver-fabricated illness in a child. These blogs, if viewed in parallel with the children's medical records, could assist medical diagnosis and legal documentation of medical fabrication and assist in protective planning for the affected children. 相似文献
4.
Roger Hancock Alison Cox 《Early Years: An International Journal of Research and Development》2002,22(2):105-118
This article reports on a series of eight workshops for children under three and their parents. The workshops took place at Tate Britain, London, and they were collectively known as 'Big and small; short and tall'. The article outlines the approach used to evaluate the workshops, particularly the way in which parents' experiences, and their views on children's experiences, were given prominence. Despite the potential difficulties of taking very young children into an art gallery, most parents said they were pleased with their children's engagement. Parent feedback suggests that the structure and content of the workshops did much to enable them and their children to learn about art and artists together. Moreover, some confirmed that their joint involvement had stimulated further learning at home and life-wide learning more generally. 相似文献
5.
Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses. 相似文献
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7.
When children experience conflict in relationships with their teachers during early education, they perform more poorly on measures of language development and overall academic competence. Whereas children who have close relationships with teachers, often perform better on these measures. A close teacher–child relationship may be important for children learning to write, given the complex and personal nature of writing. Yet, scholars have not examined associations between teacher–child relationship quality and children's early success in writing. The current study examined associations between quality of the teacher–child relationship (defined as teachers’ perceptions of closeness and conflict and children's feelings about teachers) and children's writing quality in kindergarten and first grade. Children's receptive language was also investigated as a moderator of these associations. Results indicated teacher–child conflict was significantly associated with children's writing quality, after accounting for grade level, initial reading status, and type of instruction. Findings of the study have important implications for future research and practice. Attention to the importance of conflict in teacher–child relationships and its’ influence on children's literacy learning and development should be included in future research studies. 相似文献
8.
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
9.
Ling Hao 《Literacy》2023,57(1):28-39
This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed. 相似文献
10.
Gestures are a natural form of communication between preverbal children and parents which support children's social and language development; however, low-income parents gesture less frequently, disadvantaging their children. In addition to pointing and waving, children are capable of learning many symbolic gestures, known as “infant signs,” if modeled by adults. The practice of signing with infants is increasingly popular in middle-income populations around the world, but has not been examined as an intervention to promote positive qualities of the parent–child relationship. This study tested whether an infant sign intervention (ISI) encouraging low-income parents to use symbolic gestures could enhance the parent–child relationship. A final sample of twenty-nine toddlers and their families were followed for 7 months after assignment to the ISI or a control group. Children and mothers in ISI group families used more symbolic gestures than those in control families. Mothers’ in the ISI group were more attuned to changes in children's affect and more responsive to children's distress cues. Mothers in the intervention group also viewed their children more positively, reducing parenting-related stress. This study provides evidence that a simple infant sign intervention is an effective tool to promote bidirectional communication and positive interactions for preverbal children and their parents. 相似文献
11.
This study employed a multiple baseline design to determine whether brief training and observational learning enabled teachers to increase their use of evocative references to print during whole-class storybook reading. Evocative print references require children to respond to teachers’ questions or directives about print and, as such, were conceptualized as opportunities to respond (OTRs). Framed within this conceptualization, the study examined whether teachers’ use of print-focused OTRs increased children's engagement during book reading and accelerated acquisition of print awareness skills. Book reading was observed twice weekly during baseline and intervention phases and coded for teachers’ use of print-referenced OTRs and children's level of engagement. Print-knowledge skill probes were administered weekly to 33 children from low-income backgrounds. Results showed gains from baseline to intervention in teachers’ use of evocative print references, children's engagement, and performance on skill probes. Findings are discussed in terms of using book reading to promote development of print awareness in children who are behind their peers in early literacy skills. 相似文献
12.
Carol S. Huntsinger Paul E. JoseDana Balsink Krieg Zupei Luo 《Early childhood research quarterly》2011,26(1):134
Parents and early childhood teachers in Chinese societies and the United States have had dissimilar views about appropriate art instruction for young children. The Chinese view is that creativity will emerge after children have been taught essential drawing skills. The American view has been that children's drawing skills emerge naturally and that directive teaching will stifle children's creativity. Forty second-generation Chinese American and 40 European American young children participated in this longitudinal study at ages 5, 7, and 9 to explore possible cultural differences in and antecedents of their drawing skills and creativity. Chinese American children's person drawings were more mature and creative and their parents reported more formal ways of fostering creativity as compared to their European American counterparts. Correlations showed that children who had more opportunities to draw and who received more guidance in drawing were more advanced in their drawing. For Chinese Americans, fathers’ personal art attitudes and children's Time 1 drawing skills predicted 53% of the variance in children's drawing scores four years later. 相似文献
13.
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
14.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed. 相似文献
15.
One major concern with public school open enrollment programs is the potential for parents’ school selection errors to adversely affect their children's academic achievement. In this study of the Beijing middle school open enrollment program, we estimate the degree to which children's school outcomes were negatively affected by the poor choices their parents made during the school selection process. We do this by examining parents’ responses to a survey on school choices combined with actual school applications, school admission records, and High School Entrance Examination test scores for 4717 students entering middle schools in Beijing via randomized lotteries. We find that the children of parents who made judgment errors in school selection were admitted to lower quality schools and achieved lower test scores on the High School Entrance Examination. Parents who had less education, whose children performed at lower levels in primary school, and who were less attentive to teachers’ opinions about schools were more prone to make these errors. Providing assistance to parents, especially those less prepared to make informed choices about school selection, is consequently important for supporting more efficient and equitable open enrollment programs. 相似文献
16.
Barbara Gasteiger-Klicpera Christian Klicpera Markus Gebhardt Susanne Schwab 《International Journal of Inclusive Education》2013,17(7):663-681
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others. 相似文献
17.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS. 相似文献
18.
《Early childhood research quarterly》1988,3(2):209-221
Young children's early experiences with the adult work world have generally been ignored by researchers. Consequently, little research base exists for understanding children's conceptions of the adult work world. This study, part of a larger investigation of families who work at home for income rather than in separate workplaces, focuses on children's experiences with work in such families. Twenty-seven children ages 7 months to 18 years were observed or interviewed in the family work setting. Findings indicate that all the verbal children held concrete knowledge of their parents' work, as was evidenced by their ability to label jobs, describe procedures, and name tools. Furthermore, all the children were involved with their parents' work in a developmental progression: (1) playing and watching, (2) simple tasks, (3) regular assistance, paid or unpaid, (4) regular paid work. Their experiences suggest that home-working parents play a powerful role in their children's work socialization. 相似文献
19.
Henrik Skovlund 《International Journal of Inclusive Education》2013,17(4):392-410
Eight children between 7 and 11 years of age were interviewed about their understanding of their own diagnoses. The diagnoses in question were attention deficit hyperactivity disorder, autism and nonverbal learning disorder. They were from different special schools that are segregated from state schools. In addition to the interviews, a role play setting with dolls representing a school teacher, parents, peers, a school psychologist and a doctor was used as a basis for speaking about the children's understanding of the special school in relation to their diagnoses. The study revealed that the children use a simplified medical model for understanding their diagnoses and behaviour. Furthermore, they partly perceive the special school as a medical institution, as well as an educational institution. Finally, the study showed that the children consider themselves different from normal children and incapable of participating in shared learning communities such as state schools. This is of particular interest in relation to these children's future transition from special schools to public learning institutions, especially with regard to their inclusion in the latter. 相似文献
20.
Nicole Marie Denmark Brenda Jones Harden Maritza Gonzalez 《Early education and development》2014,25(5):723-745
Research Findings: Unlike other Latino groups, there is little information about the early socialization of children from Central American (CA) immigrant families. This study examined CA immigrant mothers' short-term goals and the implications of these goals for children's behavior in preschool. A total of 47 low-income mothers described their goals for their children's behavior at home/with family and at school. Nearly all mothers described relatedness-oriented goals for their children at home and at school. Mothers emphasized autonomy-oriented goals predominantly for the school context. Mothers' emphases on certain goals in the home, but not goals for school, predicted teacher reports of children's social cooperation and approaches to learning in the classroom. Practice or Policy: Educators should be aware that relatedness-oriented goals are highly salient for CA immigrant parents. Immigrant parents might benefit from more information regarding the general goals of preschool. Educators should encourage mothers to set multiple early goals for their children, including learning-related goals for home. Educators and CA immigrant parents may support home–school continuity for children through mutual understanding of goals and values. 相似文献