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1.
This study aims to examine the preschool Syrian children's attitudes towards some environmental issues (consumption patterns, environmental protection, recycling-reuse, and life habits) based on the ecocentric and anthropocentric approach. Content analysis research was carried out as the aimed to reveal how children make sense of some environmental phenomena. The sample group consists of 74 Syrian children in early childhood age, attending a kindergarten. Data were collected through face-to-face interviews through the illustrated Turkish version of the "The Children's Attitudes towards the Environment Scale-Preschool Version (CATES-PV)" interview form. The content analysis technique was used in the analysis of qualitative data. The current research results show that most of the children's responses to consumption patterns and daily life habits are anthropocentric, while they are ecocentric towards environmental protection, recycling, and reuse. In line with these results, important recommendations have been presented for teachers, parents, and researchers who work with Syrian children. 相似文献
2.
Sasipin Sukbunpant Michael Arthur-Kelly Ian Dempsey 《International Journal of Inclusive Education》2013,17(10):1106-1118
It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was to examine Thai preschool teachers' views of inclusive education for young Thai children with disabilities. Twenty preschool teachers with a range of attitudes to the inclusion of young children with a disability were interviewed about their views and five themes developed from the interview analysis. Those themes were the current situation, teachers' knowledge and expertise, teachers' attitude towards inclusion and disability, collaboration, and challenges for future inclusion. 相似文献
3.
Rano Zakirova Engstrand Lise Roll‐Pettersson 《Journal of Research in Special Educational Needs》2014,14(3):170-179
This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed. 相似文献
4.
Karen E. Diamond 《The Journal of environmental education》2013,44(2):23-25
Abstract The development of the Children's Attitudes Toward the Environment Scale-Preschool Version (CATES-PV) is reported. The scale was administered to 42 preschool children. Their parents (34 mothers, 30 fathers) completed 2 environmental attitude scales, an environmental knowledge scale, and a questionnaire concerning environmentally related home practices. The scale has acceptable reliability, with a Cronbach's alpha of .68. Construct validity of the scale was suggested by the pattern of relationships found between child and parent measures. Specifically, children's attitudes were not correlated with verbal ability, but with the degree to which children participated in environmentally relevant activities in the home. The implications of those results for preschool curricula and practices are discussed. 相似文献
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6.
Environmental attitudes depend on the relative importance that individuals attach to themselves, other people, or all living things. These distinct bases have been found to predict environmental concern, and may act as statistically significant determinants of pro-environmental behaviours. We claim that examining the complex nature of value orientations and concern levels among elementary school students as well as the interrelationships between these attributes could guide researchers and educators in Turkey. This study aimed (1) to explore Turkish elementary students’ ecocentric and anthropocentric attitudes, and environmental apathy; (2) to investigate their egoistic, altruistic and biospheric value orientations as well as their environmental concerns; (3) to examine relationships among environment-related attributes and (4) to determine the role of gender on these attributes. Participants seemed to be highly concerned and held favourable ecocentric attitudes. Furthermore, students with higher levels of anthropocentric attitudes tended to exhibit higher levels of environmental apathy, and those expressing biospheric concerns held lower levels of egoistic concerns. The findings suggest that girls were significantly more concerned about environmental problems and tended to value nature more for its own sake than boys. 相似文献
7.
Anna Uitto Kalle Juuti Jari Lavonen Reijo Byman Veijo Meisalo 《Environmental Education Research》2011,17(2):167-186
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education. 相似文献
8.
Alison Kelly Juliet Alexander Umar Azam Carol Bretherton Gillian Burgess Alice Dorney 《British Journal of Sociology of Education》1982,3(3):281-295
Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume. 相似文献
9.
Fatma H. Al Sadi 《牛津教育评论》2017,43(2):209-224
This paper is based on a quasi-experimental study which examines the effects of a school-based intervention on Omani girls’ attitudes towards the notion of gender equality. A questionnaire was administered before and after the intervention to 241 girls (116 in the experimental group; 125 in the control group). A semi-structured interview was conducted before and after the intervention with 16 participants (eight from the experimental group; eight from the control group). Analysis of quantitative data in the post-intervention round revealed statistically significant differences between the two groups in attitudes towards gender equality in favour of the experimental group. Similarly, the analysis of qualitative data from the post-intervention round showed that the experimental group differed significantly from the control group in its attitudes towards women’s roles and gender equality. The paper concludes by emphasising the critical role that education can play in challenging and transforming prejudicial and discriminatory attitudes. 相似文献
10.
Meungguk Park Morgan Chitiyo Yun Seok Choi 《Journal of Research in Special Educational Needs》2010,10(2):107-114
Autism is a developmental disorder which affects a growing number of children worldwide. Since the disorder was first discovered by Leo Kanner almost seven decades ago there has been a lot of research trying to unravel this otherwise esoteric disorder. That research has contributed to better understanding of the disorder, shifting of conceptualisations as well as changing of professionals' and families perceptions and attitudes towards the disorder. Together, these changes have helped to promote better outcomes among children with autism. This study was designed to examine pre‐service teachers' attitudes towards children with autism. Results indicated that pre‐service teachers had positive attitudes towards children with autism. The pre‐service teachers' attitudes were found to be influenced by their gender, academic major and different types of exposure to children with autism. 相似文献
11.
The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. “Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion.” Early Childhood Research Quarterly 13 (1): 107–131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices. 相似文献
12.
《Journal of moral education》2012,41(2):239-255
McCrary's work in the late 1990s suggested that superheroes influence children's development of moral values. Similarly, Bauer and Dettore advocated adults' and educators' monitoring of children's superhero play to help children foster cooperation and conflict resolution skills. The purpose of this study was to explore the relationship between children's attitudes toward themselves and their attitudes towards superheroes. Forty‐two fourth‐grade children (aged 9–11) from a school in Massachusetts completed a questionnaire. Results indicated that participants generally rated themselves and their superhero as being high on prosocial behaviour. Findings suggest that there may be a relationship between how children feel about themselves and how they feel about superheroes. 相似文献
13.
Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments
continue to exist across the globe, impacting on environmental decision-making and action at local, national and international
levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers
in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire
and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established
questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences
reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the
established questionnaire. Consequently, a revised conceptual framework is proposed. 相似文献
14.
Christine Van Peer 《Compare》2006,36(1):105-123
In 1996–1997, within the framework of the European Observatory for Population Education and Information, a comparative survey was conducted among students in final classes of secondary education in several European countries. On the one hand, the survey attempted to assess the effects of education on population in terms of knowledge acquired; the issues addressed in the questionnaire pertained to knowledge of demographic facts and trends (such as the ageing of Western societies and immigration). On the other hand it tried to ascertain students' opinions on demographic trends. What are young people's views on intergenerational solidarity, how tolerant are they towards immigrants, what are their views on recent changes in family structures? This knowledge is important since it is young people's attitudes and future behaviour that will help to shape both the social tissue and the economic prosperity of the European and world population. In this article we present a comparative analysis of survey results obtained in five European countries. We examined the question whether knowledge acquired in the course of scolarisation influences opinions. The results evidence a significant relationship between knowledge of the migrants' issue and attitudes of tolerance towards migrants. By means of multivariate analyses, the impact of factors such as social origin, study orientation and gender on both students' knowledge and attitudes, are investigated. We conclude that adequate educational training on population issues can have a significant positive impact on attitudes of tolerance. 相似文献
15.
Attitudes of Greek parents of typically developing kindergarten children towards inclusive education
The purpose of this study was to examine the attitudes of Greek parents of typically developing children towards kindergarten inclusion. Two hundred and ninety parents (208 mothers, 82 fathers) participated in this study, who had at least one typically developing pre-school child falling within a 48- to 72-month age range and attending a public non-inclusive kindergarten programme. Parents' attitudes towards kindergarten inclusion were assessed by two 5-point Likert scales and two open-ended questions. On the first scale parents were asked to indicate their degree of agreement on different aspects of inclusion, and on the second scale parents were asked to indicate their degree of concern, when in their own child's classroom, children with various types of special educational needs were included. Results indicated that: (a) Greek parents had positive attitudes towards inclusive education, (b) the more the frequency of the parent's contact with individuals with special needs, the less their concern on their child's inclusion, (c) parents' attitudes did not differ in the positiveness according to their gender and their educational level and (d) parents seem to recognize more benefits than drawbacks for their children's participation in inclusive programmes. 相似文献
16.
Olympia Nisiforou 《International Journal of Science Education》2013,35(7):1027-1051
Biodiversity is a key resource as it provides both goods and services to society. However, humans value these resources differently, especially when biodiversity is exploited for its economic potential; a destruction on a scale rarely seen before. In order to decrease the threats that biodiversity is facing due to human activity, globally (climate change) and locally (economic development), individuals must have fundamental knowledge and exhibit appropriate behaviour towards biodiversity and its values. Nevertheless, the effect of human's knowledge, policies and attitudes towards biodiversity's protection are often limited by insufficient education and public support. A balance between the use of resources and technology, reconciling economic development and the need to maintain biodiversity is a challenge. The current paper looks into the knowledge level, attitudes and behaviour of university students of the Department of Environmental Science and Technology at the Cyprus University of Technology towards biodiversity. The investigation was carried out using a closed format questionnaire on a sample of first- and second-year university students (n?=?44), in order to access their perceptions and attitudes towards environmental issues regarding biodiversity. The questionnaire was derived from relevant literature. The test results showed that there are significant differences with regard to the level of knowledge about biodiversity between the two groups. However, no significant differences were found on attitudes and behaviour towards biodiversity. The results have also shown that all students have a positive attitude towards biodiversity, while on the other hand, they find themselves, most of the time, unwilling to engage in environmental behaviour. 相似文献
17.
《Early education and development》2013,24(4):317-334
The aim of this study was to examine Japanese preschool children's social conflicts and methods of conflict resolution in order to shed light on existing cultural characterizations of Japanese preschool education and social development. Japanese preschool-age children were observed during school-time free-play and they and their mothers were interviewed about teacher methods of conflict resolution in the preschool setting. The results showed that Japanese children's conflicts stemmed from a wide range of issues, including concerns about justice, rights, and fairness. Moreover, teachers encouraged children to work out conflicts on their own, stressing self-reliance and autonomy. Japanese children and mothers chose resolution choices which pertained to the intrinsic consequences of the acts. Japanese children and mothers, however, preferred teacher-directed nonintervention over punishment as a form of teacher response. This was in contrast to previous research which has shown that American children and mothers prefer punishment over nonintervention. The results indicated that issues of independence (e.g., autonomy) and interdependence (e.g., group orientations) were both present in Japanese children's social interactions and in children's and mothers' judgments about teacher methods of conflict resolution. 相似文献
18.
Jorge E. Gonzalez Aaron B. Taylor Matthew J. Davis Minjung Kim 《Early education and development》2013,24(2):123-137
Although mainstream preschool programs have been in existence since the 1970s, little is known about the ways in which typical children attempt to understand what it means for a peer to have a disability. In this study, 4-year-old children without disabilities who were enrolled in a mainstream preschool class explained their peers' disabilities by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. The implications of these cognitions for children's developing attitudes and behaviors toward peers with disabilities are discussed. 相似文献
19.
Jennifer Dobbs‐Oates Jill M. Pentimonti Laura M. Justice Joan N. Kaderavek 《Journal of Research in Reading》2015,38(1):91-108
The present study investigates the role of attitudinal variables, such as children's literacy interest and parents’ reading beliefs, in conjunction with home literacy activities (HLA), in predicting children's print‐concept knowledge. The objective of the study is to test a theoretical model describing the relationship among these variables. This study involved 551 low‐income preschool children. Structural equation modelling was used to test the model. The model was a good fit for the data when parental teaching of reading/writing was used as the measure of HLA. In the model, negative parent reading beliefs and parent teaching predicted print‐concept knowledge. Results suggest that practitioners should consider not only the literacy activities children and parents participate in, but also their attitudes towards those activities. 相似文献
20.
Clare M. Roberts Janina S. Lindsell 《International Journal of Disability, Development & Education》1997,44(2):133-145
This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities. 相似文献