排序方式： 共有7条查询结果，搜索用时 15 毫秒
1
1.
Saglietti Marzia Zucchermaglio Cristina 《European Journal of Psychology of Education - EJPE》2022,37(1):55-83
This paper analyzes the impact of adults’ interactive moves and strategies on children’s participation and agency at dinnertime in two Italian residential care facilities, one of the most widely used alternative care life-context for children and youth coming from vulnerable families. Participants are 14 children and 11 educators living in two residential care facilities in Rome (Italy). Adopting an interactional and multimodal analytic approach, this paper focuses on two dinnertime activities: the routine activity of praying before eating and the very frequent one of talking about rules and transgressions. The comparative analysis of the two facilities shows how, in stable patterns of adult-child interactions recurring across different activities in the same facility, adults’ strategies and interactive maneuvers differently impact on children’s participation and agency and consequent socialization practices. In the conclusion, we emphasize the relevance and implications of this study for either research in educational sciences and for professionals operating in alternative care and related fields.
相似文献2.
Anna Maria Ajello Anna Silvia Bombi Clotilde Pontecorvo Cristina Zucchermaglio 《European Journal of Psychology of Education - EJPE》1986,1(3):67-80
This paper presents the results of a curriculum of basic economic concepts given to 5 fourth-grade classes (Ss=95). The main topic of this curriculum was the production and distribution of agricultural produce, which had already proved to be difficult for the children. The proposed curriculum was largely inspired by the idea that familiarity with «social scenes» related to the economic process in question is necessary (although not sufficient) to allow children to understand such concepts. Children's level of understanding was tested before and after the curriculum by means of a semi-structured interview on 3 main topics: farmers' use of produce; farmers' use of earnings; produce distribution. Answers were scored according to their complexity and correctness; variance analyses performed on the scores showed significant improvements, as well as differences between classes. A qualitative analysis of children's answers was also performed, with the aim of interpreting the nature of change in each topic. 相似文献
3.
Clotilde Pontecorvo Cristina Zucchermaglio 《European Journal of Psychology of Education - EJPE》1988,3(4):371-384
In this paper we aim at analyzing the modes of differentiation in children’s writing development during the presyllabic phase that, in the theoretical framework developed by Ferreiro and Teberosky, comes before the discovery of sound correspondance. Seventeen Italian children were interviewed seven times during the implementation of research on «Educational Continuity» between «scuola materna» and primary school. We first examine how minimum quantity and internal variation rules appear in Italian children as organizing principles for controlling quantity and quality of writing, and as necessary conditions for the differentiation process. Starting from this, it is possible to find two differentiation modes in writing; aformal one, and a mode in which some type ofexternal referent is used (meaning or object features). For most children the two modes are alternatives, and passing from one to another is a possible but not necessary step. The external group (which is older) has significantly less quantity repertoire than the formal one: this can explain why looking for an external point of reference can be an outcome of the child’s formal research for differentiating writings. 相似文献
4.
5.
The paper analyses the case of an innovative project on the transition between university and work. The project examined sustains
two social dimensions of learning: education as a shared social institution in which university studies and work can be productively
interconnected and alternated in order to enhance learning, and learning as identity projects and significant participation
in situated activities. Working actively at the boundaries of communities provides relevant learning ‘loci’ for both students
participating in the project and the communities involved (university and firms). Implications for the design of complex activity
systems which take account of the learning value of work are discussed. 相似文献
6.
Clotilde Pontecorvo Margherita Orsolini Cristina Zucchermaglio 《Infancia y Aprendizaje》2013,36(47):37-54
AbstractThe aim of this study is to test developmental changes in metalinguistic skills in primary school children, using the distinction proposed by Bialystock (1986) between «analyzed knowledge» and «executive control», as two components of metalinguistic awareness involved in different tasks. 60 first, second and third grade children were individually interviewed on two tasks. In the first task (guided word substitution) children were asked to substitute an underlined word with five alternatives, thus producing new sentences to be judged on their semantic and/or morpho-syntactical acceptability. In the second task (free word substitution), children have to find out the word that can be cancelled and substituted with a new one. In both tasks children have to express an acceptability judgement, giving reasons for it. Each subject receives two scores for each task. Results from two-way Anova show that the «control» component does not change much, while the «analyzed knowledge» changes significantly, although also third grade children are more aware of semantic than of morpho-syntactic features of language. 相似文献
7.
Clotilde Pontecorvo Cristina Zucchermaglio 《European Journal of Psychology of Education - EJPE》1991,6(1):15-27
This study is part of a research project aimed at studying ways and effects of introducing computer use within a context of linguistic education. Linguistic activities, in which language was treated as an object instead of a means of communication, were carried out through a curriculum unit aimed at developing reflection on language. Within the curriculum a new software has been developed and implemented. The software promotes reflection on language and metalinguistic awareness in a social and educational context in wich «playing with language» is stimulated in children. It requires language comprehension and production, and offers to children (working in groups of three) the open task of composing sentences and stories in a problem solving setting. In this study we collected observational data on children’s interactions with the software and used the data as an ecological measure of children’s metalinguistic development. Positiv effects of the curriculum supported by the computer use were verified through measures of metalinguistic skills, investigated through individual interviews and administered also to a matched control group. 相似文献
1