In their everyday communication, parents do not only speak but also sing with their infants. However, it remains unclear whether infants' can discriminate speech from song or prefer one over the other. The present study examined the ability of 6‐ to 10‐month‐old infants (N = 66) from English‐speaking households in London, Ontario, Canada to discriminate between auditory stimuli of native Russian‐speaking and native English‐speaking mothers speaking or singing to their infants. Infants listened significantly longer to the sung stimuli compared to the spoken stimuli. This is the first study to demonstrate that, even in the absence of other multimodal cues, infant listeners are able to discriminate between sung and spoken stimuli, and furthermore, prefer to listen to sung stimuli over spoken stimuli. 相似文献
The present study aimed at investigating the process of scaffolding in a naturalistic setting with focus on a key aspect of scaffolding, namely contingency. Three Social Studies teachers in innovative prevocational schools were observed and interviewed. A coding scheme for the measurement of scaffolding was developed which revealed different patterns of contingent and non-contingent teaching amongst the teachers. In general these teachers of innovative schools showed little contingent teaching. Not adapting the support to students' current understanding and barely diagnosing the students' understanding appeared to be characteristic of this scarcity of non-contingent teaching. 相似文献
The objective of this study was to describe the anthropometric profiles of elite older triathletes participating in the 2009 Ironman Brazil and to compare their somatotype, anthropometric and body composition characteristics with those of elite young triathletes and older non-athletes. The sample consisted of 64 males, divided into three groups: (1) older triathletes (n = 17), (2) young triathletes (n = 24), and (3) older non-athletes (n = 23). Somatotype was analysed according to the Carter and Heath ( 1990 ) method. Body mass index, sum of four skinfolds, percentage body fat, body fat mass, and fat-free mass were also estimated. Older non-athletes had higher endomorphy, sum of four skinfolds, fat percentage, and body fat mass than the athletes. Older athletes who participated in the Ironman and elite young triathletes had higher fat-free mass than older non-athletes. Older triathletes and older non-athletes were considered mainly endomorphic mesomorphs and young triathletes mainly ectomorphic mesomorphs. The findings that characterize the anthropometric profile of athletes in this sports modality could be used as a reference. 相似文献
This article focuses on the enhancement of social competence of students in secondary education. In the literature two perspectives on social competence can be distinguished: an ‘educating for adulthood’ perspective and an ‘educating for citizenship’ perspective. From each perspective goals are formulated for what education should be aimed at and what teachers could strive for. By means of a survey, teachers' educational goals regarding the social domain were explored. The results show that teachers unanimously emphasize educational goals from the ‘educating for adulthood’ perspective. The citizenship goals receive less attention. Irrespective of the perspective, pre‐vocational teachers appear less confident than general secondary teachers regarding the attainability of the goals for their students. They intend to contribute to the development of social competence of their students in their own lessons more often. In conclusion, we argue that teaching strategies should be developed that support teachers' contribution to their students' development of social competence, particularly the citizenship elements.
Cet article traite l'apprentissage d'une compétence sociale des élèves dans l'éducation secondaire. La littérature professionnelle distingue deux visions sur la compétence sociale: une vision orientée vers l'âge adulte et l'autre orientée vers la citoyennet. Chacune des ces visions connaît des objectifs spécifiques qui amènent leur propre façon d'enseignement et le rôle de l'enseignant là‐dedans. Les objectifs éducatifs des professeurs concernant le domaine social ont été explorés au moyen d'un aperçu. Les résultats prouvent que les professeurs soulignent unanimement les objectifs éducatifs s'orientant vers âge adulte, tandis que les objectifs s'orientant vers la citoyenneté suscitent moins d'attention. Indépendamment de ces deux visions, les professeurs du primaire semblent moins confiants que les professeurs du secondaire quand il s'agit de la faisabilité des objectifs par leurs élèves. Ceux‐là sont plus souvent prêts à contribuer au développement de la compétence sociale de leurs élèves pendant leurs propres leçons. En conclusion nous plaidons en faveur du développement de stratégies d'enseignement stimulant les professeurs à contribuer à la compétence sociale de leurs élèves, en particulier en ce qui concerne les aspects de citoyenneté.
Dieser Aufsatz beschäftigt sich mit der Verbesserung der Sozialkompetenz von Schülern im Sekundarbereich. In der Fachliteratur zum Thema Sozialkompetenz lassen sich zwei Perspektiven unterscheiden: Erstens die der “Erziehung zum Erwachsenen” und zweitens die der “Erziehung zum Staatsbürger”. Aus beiden Perspektiven werden für den Ausbildungssektor und für die Leherarbeit Ziele formuliert. Mittels einer Umfrage wurde in dieser Studie ermittelt, welche pädagogischen Ziele Lehrer sich im Bereich der sozialen Kompetenz setzen. Die Ergebnisse zeigen, dass Lehrer einstimmig pädagogische Ziele aus der Perspektive der “Erziehung zum Erwachsenen” betonen. Im Vergleich dazu erhalten Staatsbürgerschaftsziele weniger Aufmerksamkeit. In Bezug auf die erreichbarkeit der Ziele für ihre Schüler zeigen sich Lehrer im berufsvorbereitenden Unterricht, ungeachtet der Perspektive, weniger zuversichtlich als Lehrer im allgemeinbildenden Bereich. Sie haben häufiger die Absicht in ihrem eigenen Unterricht zur Entwicklung der Sozialkompetenz ihrer Schüler beizutragen. Wir schlussfolgern, dass Unterrichtsstrategien zu entwickeln sind, die Lehrern dabei helfen können, zur Entwicklung der Sozialkompetenz ihrer Schüler beizutragen, besonders dort wo es um die Staatsbürgerschaftelemente geht.
Este artículo se centra en la importancia de la competencia social de los alumnos en la educación secundaria. En la literatura se pueden distinguir dos perspectivas acerca de la competencia social: una perspectiva `que se dirige a una educación para la edad adulta' y una perspectiva `que se dirige a una educación para la ciudadanía'. Desde cada perspectiva se han formulado las metas que deben de alcanzar tanto la educación como los profesores. A través de una investigación se exploraron las metas de los profesores respecto al dominio social. Los resultados demuestran que los profesores de forma unánime dan más importancia a las metas educativas desde la perspectiva de ‘adulthood’. A las metas acerca de la ciudadanía se presta menos atención. Independientemente de la perspectiva, los profesores prevocacionales parecen tener menos confidencia que los profesores de secundaria que los alumnos alcancen las metas. Más a menudo tienden a contribuir al desarrollo de la competencia social de los alumnos en sus propias clases. Concluyendo, discutimos que se desarrollen las estrategias de aprendizaje que soportan la contribución del profesor al desarrollo de la competencia social del alumno, sobre todo los elementos de ciudadanía. 相似文献
ABSTRACTIn times of globalization we are facing a crisis of care. The invisibility of relations of domination and oppression against nature, women and girls, as well as the elderly, generate inequalities and structural problems that increase the unsustainability of life on the planet. The uncertainty towards the future, generated by climate change, pollution and scarcity of water resources, is leading us towards war or revolution – a revolution that requires the involvement of the new generations to transform reality and confront contemporary problems. In this sense, it is necessary to educate, raise awareness and empower girls and boys in citizen participation, in overcoming gender inequalities and in the development of fairer and more sustainable practices and behaviours. The participatory action-research experience with social cartography ‘From the Body to the City’, promoted by the Institute of Innovation and Knowledge Management – INGENIO (CSIC-UPV) in collaboration with the primary school CEIP Vicente Gaos of Valencia (Spain), developed together with the students of 4th primary grade, intended to reflect and act collectively on our territories from the principles of transformative education and global citizenship. 相似文献
This article considers the extent and nature of student participation in a trade bargaining simulation from a community of practice perspective. This third‐year economics module included a blend of online communication (through email, online chats and online discussions) and face‐to‐face meetings, both in smaller bargaining groups and in whole class plenary meetings. Our method of analysis includes the use of Exchange Structure Analysis of text chats and face‐to‐face learning conversations, triangulated by observation, survey and interview data. The focus on community of practice enables us to offer a nuanced interpretation of differences in crude participation data derived from the online chats. Superficially, the data may suggest marginalisation of participants, but Wenger's (1988 ) notion of peripheral participation with a trajectory towards full participation reframes the disparities in terms of an active community of practice. Some members are fully engaged with the practices of trade bargaining from the early stages of the simulation, while others move towards full participation over the duration of the simulation. Our results suggest that the laboratory‐based online text chats did provide opportunities for student participation in the simulation, and that male and female students exhibited different patterns of participation in the chats. 相似文献
This study examined whether stimulation of immigrant and national pupils’ use of high‐quality helping behaviour (experimental condition) during cooperative learning (CL) in classrooms boosts their maths‐related talk more than in an educational situation in which such stimulation is largely absent (control condition). A total of 59 elementary‐age pupils enrolled in a CL maths curriculum of 11 lessons. They were video taped during two lessons while working together on maths assignments to assess their maths‐related talk. We found that the quality of maths‐related talk was higher in the experimental condition. Furthermore, immigrant pupils’ used less maths‐related talk than the national pupils. Implications are discussed. 相似文献
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal. We did not find a relationship between the context the teachers work in and the social-competence goals they aspire to in their subject. However, teachers working in a more complex school environment, in terms of both the ethnic heterogeneity of the student population and the urban environment of the school, did consider a number of social-competence goals to be less attainable for their students. The results are discussed in the light of research on the competences young people need to participate in a multi-cultural society and the implications for teachers and teaching. 相似文献
