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1.
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
2.
Decisions about how to support the development of young children’s social competence must be made on the basis of knowledge
of important competencies to be developed, as well as effective strategies to support those competencies. This paper combines
a broad-definition model of components of social competence (Kostelnik, Stein, Whiren, Soderman, & Gregory, 2002) with a continuum model of support strategies ranging from most to least naturalistic (Kemple, 2004). Illustrations of specific strategies to support particular competencies are provided. 相似文献
3.
Patricia M. Cooper 《Early Childhood Education Journal》2007,34(5):315-322
Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention
from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional
terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature
that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example,
it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social
interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the
4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading. 相似文献
4.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
5.
Pauline Davey Zeece 《Early Childhood Education Journal》2009,36(5):447-452
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part
of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing,
and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant
adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping,
comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture
books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended. 相似文献
6.
Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569
Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all
elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers,
and young children and suggest that the ways in which children participate in early literature-related activities influence
the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed. 相似文献
7.
Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections 总被引:1,自引:0,他引:1
Pauline Davey Zeece 《Early Childhood Education Journal》2010,37(5):345-350
Literature-rich interactions provide strategies that help emergent readers to develop knowledge about print, including the
production and recognition of letters, and generate familiarity with the basic purposes and mechanisms of reading. Yet teacher
understanding of these multiple dimensions of emergent literacy does not ensure that a child will break the code and learn
to read. Effective teachers, administrators, and curriculum specialists integrate a variety of information to formulate design
principles and develop and implement developmentally appropriate curriculum and concomitant teaching strategies. Gunn and
colleagues in the National Center to Improve the Tools of Education Report (1995) suggest this may include conspicuous strategies, scaffolding, strategic integration, primed background knowledge, and thoughtful
review. The relationship among these four curriculum design strategies and developmentally appropriate literature selections
are discussed. Twelve current children’s books are suggested for consideration when implementing various curriculum strategies
with emergent literacy learners. 相似文献
8.
Patrick Snellings Aryan van der Leij Henk Blok Peter F. de Jong 《Annals of dyslexia》2010,60(2):151-174
This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD)
children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and
consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing
identical sounds, suggesting less distinct phonemic categories. In addition, after controlling for phonetic similarity Tallal’s
(Brain Lang 9:182–198, 1980) fast transitions account of RD children’s speech perception problems was contrasted with Studdert-Kennedy’s (Read Writ Interdiscip
J 15:5–14, 2002) similarity explanation. Results showed no specific RD deficit in perceiving fast transitions. Both phonetic similarity and
fast transitions influenced accurate speech perception for RD children as well as CA controls. 相似文献
9.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
10.
Maria Vlachou Eleni Andreou Kafenia Botsoglou Eleni Didaskalou 《Educational Psychology Review》2011,23(3):329-358
Bullying in schools has been identified as a serious and complex worldwide problem associated with negative short- and long-term
effects on children’s psychosocial adjustment (Smith 1999; Ttofi and Farrington, Aggressive Behav 34(4):352–368, 2008). Entering kindergarten is a crucial developmental step in many children’s lives mainly because it is within this context
where they participate, for the first time, as members in a stable peer group and well-organized team activities. Consequently,
preschool may be the first context beyond the home environment where children’s difficulties in social interactions with peers
can be primarily detected and assessed by adults and professionals. This paper reviews recent empirical evidence over the
nature and different aspects of bullying among preschool children. Recent findings concerning the development of preschool
bullying and its prevalence, family and genetic factors, gender and age differences, participant and peripheral roles, school
context, methodological issues, and prevention policies are reviewed while directions for future research are addressed. 相似文献
11.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
12.
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
13.
Ellen Beate Hansen Sandseter 《Early Childhood Education Journal》2009,36(5):439-446
The purpose of this article is to qualitatively explore the affordances for risky play in two different preschool outdoor
environments, an ordinary preschool playground and a nature playground, based on Gibson (The ecological approach to visual
perception, 1979) theory of affordances and Heft’s and Kytte?’s (Heft in Children’s Environ Qual 5(3) 29–37, 1988; Kytt? in J Environ Psychol 22:109–123, 2002, Kytt? in J Environ Psychol 24:179–198, 2004) extended work on this theory. Observations of risky play in two Norwegian preschools, one ordinary preschool (where play
took place on an ordinary playground) and one nature and outdoor preschool (where play took place in a nature area) were conducted.
In addition, the children were interviewed about their actualized affordances of risky play, their mobility license, and the
constraints on risky play. The results show that both play environments afford an extensive amount of risky play among the
children, and that the degree of mobility license tolerated by the staff is an important factor for the children to actualize
these affordances. Differences in the qualities and features in the two play environments were found to have an impact on
the degree of riskiness in the play situations. As such, the nature playground afforded a higher degree of risk in children’s
risky play. 相似文献
14.
Maria Inês Mafra Goulart Wolff-Michael Roth 《Cultural Studies of Science Education》2010,5(3):533-562
In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum.
More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science
curriculum may emerge as the result of children–teacher transactions rather than as a result of being predetermined and controlled
by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing
the complexity of the activity inside a classroom of very young children by science education standards. Data were collected
in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout
the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness
that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions
while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful
form of praxis that develops children’s participation from early childhood on. 相似文献
15.
This paper reports on a cross-cultural research study of children’s preferences for group musical activities in child care
centres. A total of 228 young children aged 4–5 years in seven child care centres in Hong Kong and in the Adelaide City of
South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach.
Result showed that dancing/moving was children’s most preferred musical activity in centres. Significant differences were
found between children’s cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3)
Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced
children’s preferences. Implications for the curriculum planning of early childhood music education arising from these findings
are discussed. 相似文献
16.
Orla Doyle Louise McEntee Kelly A. McNamara 《European Journal of Psychology of Education - EJPE》2012,27(1):133-154
Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future
success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities
using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community
in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains
of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false
discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background
does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness
domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest
that school readiness interventions should target all children living in disadvantaged communities as each child may be at
risk of poor school readiness. 相似文献
17.
Youssef Tazouti Caroline Viriot-Goeldel Cornélie Matter Anémone Geiger-Jaillet Rita Carol Dominique Deviterne 《European Journal of Psychology of Education - EJPE》2011,26(2):199-213
The present article investigates the effects of individual and contextual variables on children’s early learning in French
nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery
schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing
and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s
pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in
the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances
between the French and German samples. However, significant differences were obtained for some subscale results. In addition,
our results indicate that individual and contextual variables have an impact on the differences observed between children
from the two countries. 相似文献
18.
Cathlin M. Davis 《Children‘s Literature in Education》2011,42(4):340-353
Louisa May Alcott’s juvenile fiction is often focused on aspects of children’s lives that were also topics of reform in nineteenth
century America. In Jack and Jill and Eight
Cousins, Alcott presents an idealized picture of child-centered learning, building on three central principals: (1) Good teachers
are sympathetic and understanding of children; (2) Every child needs to be healthy in order to learn; and (3) Children should
be allowed to explore their world through self-directed, active learning. The ideal educational environment that she describes
has much in common with the theories of John Dewey that would emerge some years later; using Dewey’s writings can give further
insight into Alcott’s fiction. In this article, I argue that Alcott sees the world from the perspective of her young characters,
and describes it in a way that simultaneously connects to her young readers and gives adults insight into the child’s world. 相似文献
19.
Mariana Souto-Manning 《Early Childhood Education Journal》2006,33(6):443-446
While a growing number of diverse children are entering U.S. schools, misconceptions remain regarding language acquisition. Analysis of weekly interactions in an urban children’s playgroup in the South reveals how the concept of language diversity as a deficit is still widespread. Mothers of young children still believed that efforts to learn multiple languages diminish a child’s ability to learn other things. Conversely, research points to multilingualism as a resource rather than a deficit. Findings indicate that interactions among mothers and children, mediated by the researcher, combined with observations of one child’s bilingual development allowed mothers and young children to rethink their beliefs regarding linguistic diversity. They began recognizing that bilingualism/multilingualism adds to the lives of all children. 相似文献
20.
This study investigated the effectiveness of assessing young children’s meta-cognition in different contexts (i.e., individual
learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural
meta-cognition in IL and PAL, TOM and language ability on children’s cognitive performance (recalling a series of pictures)
were examined. Sixty-four 4–5-year-old children (M = 5.14; SD = 0.72), randomly selected from two Israeli kindergartens, participated in the study. Children were first asked
in an individualized setting to recall a series of nine pictures; they were then asked (self-report) to tell the interviewer
how they tried to recall the pictures. Finally, they were asked to assist a peer in recalling the pictures in a PAL situation.
All the children’s verbal and non-verbal behaviors were coded and analyzed. In addition, the children’s language ability and
Theory of Mind (TOM) were assessed. The findings indicated significant differences between children’s declarative (self-report)
and procedural meta-cognitive behavior in IL and PAL. Procedural meta-cognition in PAL and TOM predicted cognitive performance
even when procedural meta-cognition in IL, declarative meta-cognition and language ability were controlled for. The findings
are discussed in light of recent research on meta-cognition in young children. 相似文献