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1.
Anita A. Wager 《Journal of Mathematics Teacher Education》2012,15(1):9-23
Connecting students’ cultural and community mathematical practices to school mathematics is a critical issue in mathematics
education. The goal of the study was to identify how teachers incorporate children’s cultural and out-of-school mathematics
in instruction. Four related practices were identified, and three drew on children’s cultural or out-of-school experiences:
(a) using these experiences as contexts for problems, (b) linking these experiences to school mathematics, and (c) identifying
embedded mathematical practices prominent in these experiences. A fourth category, teacher initiated situated settings, focused
on shared experiences using the classroom as a site of culture. Findings suggest that these practices represent varying levels
of complexity and that use of this framework might support teachers in better relating students’ cultural and out-of-school
experiences to mathematics. 相似文献
2.
Jinhee Kim 《Early Childhood Education Journal》2011,39(2):133-141
This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering
Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American
children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed
and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and
emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s
challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s
behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their
immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This
study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with
systematic social and emotional support, can help these children attain psychological well-being. 相似文献
3.
Zeynep Isik-Ercan 《Early Childhood Education Journal》2010,38(2):133-142
This retrospective study is an in-depth investigation of the perspectives of Turkish immigrant parents on their children’s
early schooling in the United States (PreK-3). It specifically explores how these parents connect with or are disconnected
from school culture, and how their socio-cultural understanding of education and teachers influence their relationships with
schools. Using a qualitative research design, data were collected through in-depth interviews with 18 parents from 10 families.
Findings suggest that Turkish parents negotiated the ways curriculum and instruction is constructed in American schools—such
as their assumptions about the lack of academic rigor—while they also embraced sound pedagogies the teachers practiced. Through
their experiences with schooling in the United States, Turkish parents reconsidered their sociocultural perspectives on the
role of the teacher in their children’s lives based on their experiences with their children’s teachers. The parents also
reported their challenges in understanding school culture and curriculum, and described how they negotiated their access to
the school culture. The results indicate the need for a stronger partnership between home and school. Teachers could support
parents in their struggle to access to the culture of schooling by establishing an eagerness for communication and a reciprocal
personal connection with families, who already socioculturally assume the teacher’s role as part of family. 相似文献
4.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2009,37(2):127-135
This article describes an innovative practice in family involvement developed by one early care and education center engaged
in professional development. The Hopes and Dreams Project documented family involvement in children’s lives and education
through the pairing of pictures and narratives about their lives, histories, priorities, goals, and responsibilities with
the school community. Narrative inquiry was a powerful method for increasing understanding of complexity of family involvement.
Findings showed that families’ priorities in forming partnerships included the importance in belonging to the community, being
involved in their children’s lives and education, experiencing diversity, and experiences in childhood for children’s futures.
This research supports the importance of redefining family partnerships in early care and education in a manner that is inclusive
of family values and priorities. The implications are that early care and education providers have an important role in developing
and defining involvement practices that empower families and educate professionals. 相似文献
5.
The researchers addressed two questions: (1) Does maternal reading mediation and family home literacy environment (HLE) relate
to children’s emergent literacy (EL) level? and (2) Do the relationships among these variables differ as a function of socioeconomic
strata (SES) level. A total of 94 5–6-year-old children, 47 from low SES (LSES) and 47 from high (HSES) families, and their
mothers participated. Mother–child interactions while reading an unfamiliar book were videotaped and their verbal expressions
were coded for extracting maternal mediation level. Children’s independent EL level was assessed prior to the interaction.
Compared with the LSES group, HSES children showed higher EL levels and their homes had a richer literacy environment. Maternal
mediation level differed by SES: LSES mothers paraphrased text more often; HSES mothers’ higher mediation level included a
discussion of the written system and making connections beyond the text. In the HSES group, maternal mediation level and HLE
related to children’s EL; no such relationships appeared in the LSES group. Results are discussed in terms of children’s socio-economic
background and their reading experiences. Implications for researchers and educational practices about the relationships between
children’s literacy development, SES, HLE, and parental mediation are discussed. 相似文献
6.
Trevor Owens 《Cultural Studies of Science Education》2009,4(4):929-943
One of the first places children encounter science and scientists is children’s literature. Children’s books about science
and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of
Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized
resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through
analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences
within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the
scientist is still central to how they are represented in children’s literature. 相似文献
7.
This article examines the role elementary school children’s spontaneous metaphors play in learning science. The data consists
of tape recordings of about 25 h from five different schools. The material is analysed using a practical epistemology analysis
and by using Dewey’s ideas on the continuity and transformation of experience. The results show the rich and varied meanings
that children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation
to the science content taught and they influence learning both through what is made salient, as well as through their relations
to the children’s possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these
cognitive, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in a productive
way, and how the children’s spontaneous metaphors, with all their relations, can be used to enhance conceptual learning and
also learning about the nature of metaphor use in science. Through their connection with various experiences of the children,
it is also shown how children’s spontaneous metaphors have the potential to enliven and humanise the subject. 相似文献
8.
9.
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
10.
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
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.
13.
Guiseppina Rullo Tullia Musatti 《European Journal of Psychology of Education - EJPE》2005,20(2):107-119
This study focuses on mothers’ and young children’s everyday social experience by analyzing their social relationships, social
support in child care, mother-child interaction, and mothers’ evaluations of all these aspects. Three hundred and eighty-four
mothers with a child aged between I and 3 years, living in a city in Central Italy, were interviewed. A Principal Components
Analysis was performed on items concerning mothers’ and children’s social experience and mothers’ evaluations. Four PCA generated
factors were regressed on the mother’s and Four PCA generated factors were regressed on the mother’s and child’s characteristics.
Results show that, even in a context characterized by social conditions supportive to mothering, there is a comparatively
widespread desire for social interaction with other mothers and children. A stress related to intensive mothering was found
in a minority of the mothers and was predicted by the mothers’ continuous commitment in child care during the whole day. Results
are discussed in relation to the hypothesis that social contacts with other mothers may have a mitigating effect on mothers’
stress. One implication is that early educational services that provide the opportunity for social intercourse among parents
can be an important resource for them. 相似文献
14.
Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38
This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s
social development and creation of a peer culture during the transitional months into public education. The main focus of
the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture
in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity
that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture
as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in
clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class. 相似文献
15.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
16.
Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to
low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science
as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the
southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive
family interactions and attitudes about science learning and increased parental interest toward involvement in elementary
science. Parents frequently used productive questioning techniques during activities. These results imply that successful
home, school, and community partnerships may elevate levels of parental participation in their children’s science education
and the parents’ perception of themselves as being competent in assisting in science. 相似文献
17.
Educational programs for young children emerged reasonably early in the history of the United States of America. Its theoretical
foundation was based on the thoughts and principles of various early European scholars who differed from one another in their
educational theories and how they viewed experiences that would impact on young children’s education, including their mathematics
experiences. The movements of Children’s Arithmetic, Mental Arithmetic, the infant school, and the Froebel kindergarten all
influenced mathematics in early childhood education. This article reviews the history of mathematics education in relation
to the history of early childhood education through the nineteenth century. It also discusses how research in mathematics
education attempted to gain its own identity. Throughout history, researchers have identified issues in mathematics education
and addressed them, defining the field, and generating a cadre of mathematics researchers. 相似文献
18.
Marjaana Kangas 《Learning Environments Research》2010,13(3):205-223
This grounded-theory study involved how Finnish children describe their ideal school and learning environment and considers
how their notions should be valued in the development of schools to better respond to the challenges of the future. The school
children, aged 10–12 years, participated in the study by writing a story about a school in which they would be happy to study.
Ninety-three children’s stories were coded and analysed, and a model of the ideal school and learning environment based on
their ideas was developed. This model school, called a Broadening and Empowering Learning Environment, is designed to contribute
to children’s physical, educational, cultural and socio-emotional well-being, offers opportunities for fantasy and innovation,
and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study showed
that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects
that would enhance their ability to learn and their satisfaction with schooling. 相似文献
19.
This paper reports on a national study that explored primary pupils’ attitudes towards and experiences of school science in
the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of
children’s views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based
on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children’s questionnaires and 11 group interviews.
In this paper the findings regarding the extent to which the children appear to be engaging in ‘deductive’ (didactic) and
‘inductive’ (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented.
Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning
science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group
work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a
few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to
lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently
in pupils’ responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on
inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study
are considered in light of the findings and recommendations from recent national and international reports on inquiry-based
approaches in science education. 相似文献
20.
Rose M. Pringle 《Journal of Science Teacher Education》2006,17(3):291-307
Investigation involving children’s understandings of scientific concepts have been a dominant area of research in science
education over the last 2 1/2 decades. One fruitful outcome of these studies is to alert teachers to difficulties in learning
science. Although this information is commendable in highlighting their existence, not much is presented on how to deal with
the alternative conceptions. It is generally believed that teachers tend to teach the way they were taught, and breaking this
cycle requires different emphasis on pedagogy in teacher education. The focus of this article is on preservice teachers’ experiences
in a science education course as they explore the importance of children’s alternative conceptions and in using such knowledge
to make decisions about teaching. 相似文献