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Marjory Ebbeck Geraldine Lian Choo Teo Cynthia Tan Mandy Goh 《Early Childhood Education Journal》2014,42(2):115-123
In most countries the funding for early childhood education has increased and governments in some countries have taken serious steps to bring about positive change in the profession. However, the increase in funding by governments and other funding organisations around the world has, understandably, attracted increased accountability as these organisations need to know that their financial investments are achieving desired outcomes. To seek evidence that positive learning outcomes have indeed been achieved through these investments is a reasonable request, and there is a shared responsibility and accountability for professionals to provide appropriate evidence. The downside, however, can be the request for standardised test information, as if performance on such tests provides proof of all desired outcomes. More than ever before, it is important for early childhood educators to be able to provide accurate, objective information about children’s assessment in ways other than by standardised testing, which may not reflect the complex reality of children’s lives. This paper reports on a research study in Singapore that investigated curriculum effectiveness using developmental learning outcomes as a means of assessing children. The research was devised to examine if eight specified broad developmental learning outcomes could measure the effectiveness of the curriculum by assessing children’s learning as shown in qualitative data. Practical examples showed evidence of children’s learning and the role of the educator in facilitating and documenting developmental learning outcomes. 相似文献
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This paper describes some of the issues surrounding the development of tolerance in young children, including the need to recognise that children's moral development is closely tied to their cognitive development. The importance of the family and other adult models is recognised as children make progress in understanding the views and rights of others. Teaching the young child about tolerance should be embedded in an inclusive approach to curriculum and children given opportunities to make decisions and take responsibility for their own actions consistent with their evolving capabilities. 相似文献
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Previous analyses (i.e., Bernstein & St. John, 2006; Sender & Sullivan, 2008) of the television show The Biggest Loser have detailed its negative presentation of the obese body, potential consequences for viewers, and its role as a technology of governmentality. However, there has been little exploration of how audience members conceptualize and enact the messages communicated in the show within these intricate frameworks. The current research used information from semistructured interviews with 40 dedicated viewers to capture the salient meanings they ascribed to The Biggest Loser within the themes of governmentality and self-concept. Overall, the group experienced the program as a transformative, entertaining, and inspirational event that produced little change in their exercise behavior. Thus, the role of reality television in creating healthy behavior change is potentially limited. 相似文献
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The purpose of this study was to analyse the contents of one of the leading newspapers of Singapore in an effort to identify
the public image of the children of the nation. Newspaper clippings of news/articles, pictures/photographs and advertisements
featuring children below 15 years of age were collected over a one-week period and the content analysed in an attempt to find
out the extent to which children in Singapore are visible and how they are portrayed in the media. While it is impossible
to generalise the findings due to the small scale of this research, the findings show that the visibility of children in the
media is low compared to their total presence in the population. Another interesting finding is that while the children in
this study were portrayed as passive, vulnerable or a potential victim, the rights of the child were rarely mentioned. 相似文献
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This study investigated the effectiveness of an 8-month Team Building through Physical Challenges (TBPC; Glover & Midura, 1992) program on the self-perceptions and perceived social regard of middle school physical education students (N = 1802). Data were analyzed using multilevel analyses where midpoint and final evaluations were conducted separately. Results revealed that at the midpoint evaluation, students in the experimental and control conditions were not different on any of the subscales assessed. At the end of the program, students in the experimental condition, compared with those in the control condition, showed significantly higher scores on 6 of the 10 subscales assessed and the effect sizes were medium to very large. The findings support the effectiveness of the TBPC program in creating positive psychological outcomes for students in a field-based setting. 相似文献
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Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases. 相似文献
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Child care services in Australia, for example, are largely defined and shaped by the historically dominant Anglo-Australian
discourse and norms. The aim of this research was to examine critically and to find meaning in the experiences of recently
arrived Sudanese families as they began to settle into their new cultural environment. The cultural values of some 30 Sudanese
families were investigated and related to how these affected the selection of child care services. Qualitative research methods
including an indigenous approach were used to gather data. Interactions with Sudanese families took place in their home environments.
Interviews were conducted in a way that put those people interviewed at ease. Techniques used included narrative interviewing
and vignettes. 相似文献
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Ebbeck Marjory Yim Hoi Yin Bonnie Ho Siew Yin Sharma Minushree 《Early Childhood Education Journal》2022,50(2):291-300
Early Childhood Education Journal - Child care centres in many developed countries have expanded exponentially due to the increased participation of women in the workforce. Consequently, children... 相似文献
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The paper discusses some research findings in Singapore that investigated if a relationships-based curriculum extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Using a relationships-based curriculum, a study conducted over a year involved the use of a well-tested, traditional before-and-after methodology to find out if any change had occurred in the phenomenon under study between two points in time. A sample of 58 infants, toddlers and young children (up to the age of three) in an experimental cohort and 59 of comparable ages in a control cohort, were measured using the Laevers’ Active Involvement scale before and after a curriculum intervention. The results showed that there was a statistically significant improvement in the active involvement of the children in the experimental cohort as compared to no improvement in the control cohort. It is proposed that the relationships-based approach has the potential to raise the quality of curriculum and could be considered for application in child care centres in other countries. 相似文献