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1.
Angela K. Salmon 《Early Childhood Education Journal》2008,35(5):457-461
Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author
embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering
the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to
engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating
teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking
visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines
build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive
and critical thinking skills which make them more alert to situations that call for thinking. 相似文献
2.
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
3.
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
4.
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
5.
Blurring the lines of play and work to create blended classroom learning experiences 总被引:1,自引:0,他引:1
Margaret H. Cooney Patricia Gupton Michael O’Laughlin 《Early Childhood Education Journal》2000,27(3):165-171
Researchers exploring children’s perceptions of play in a prekindergarten and a K/1 classroom found a new category of classroom
activities that combined elements of play and work. These blended learning activities were characterized by blurred lines
between play and work, shared control of classroom activities, and spontaneity present in the learning experiences. 相似文献
6.
Denise D. Cunningham 《Early Childhood Education Journal》2010,37(6):501-507
Preschool classrooms were investigated to determine the extent to which quality is related to children’s literacy development.
The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest
that global classroom quality and literacy environment quality are strongly related. Literacy environment quality and children’s
literacy abilities are also related. Differences in classroom quality were found to have an impact on children’s literacy
scores—the higher the quality, the higher the scores. This article also describes lessons learned from the investigation and
provides suggestions for teachers and administrators for improving quality to enhance literacy development. 相似文献
7.
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
8.
One could focus on many different aspects of improving the quality of mathematics teaching. For a better understanding of
children’s mathematical learning processes or teaching and learning in general, reflection on and analysis of concrete classroom
situations are of major importance. On the basis of experiences gained in a collaborative research project with elementary
school teachers, several ideas about a professional reflection on one’s own instruction activities are explained. The paper
focuses on joint reflection between teachers and researchers on the participating teacher’s own classroom interaction by means
of concrete examples. It becomes clear that changes of one’s own interaction behavior will take place only in the long-term.
Nevertheless such a joint professional reflection should be an essential component of teachers’ professional knowledge in
a natural way.
An erratum to this article can be found at 相似文献
9.
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
10.
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
11.
We believe that science journals can be used in the preschool classroom as tools for supporting and assessing children’s learning
of science- and literacy-relevant content and procedures. To support this argument, we review changes in attitudes about the
cognitive competencies of preschoolers and in teaching and learning expectations for early childhood education. We describe
practical aspects of using science notebooks with this age group and discuss specific ways that journals support children’s
learning. Finally, the role of journals in assessment is discussed. 相似文献
12.
Atom Surprise: Using Theatre in Primary Science Education 总被引:1,自引:1,他引:0
Early exposure to science may have a lifelong effect on children’s attitudes towards science and their motivation to learn
science in later life. Out-of-class environments can play a significant role in creating favourable attitudes, while contributing
to conceptual learning. Educational science theatre is one form of an out-of-class environment, which has received little
research attention. This study aims to describe affective and cognitive learning outcomes of watching such a play and to point
to connections between theatrical elements and specific outcomes. “Atom Surprise” is a play portraying several concepts on
the topic of matter. A mixed methods approach was adopted to investigate the knowledge and attitudes of children (grades 1–6)
from two different school settings who watched the play. Data were gathered using questionnaires and in-depth interviews.
Analysis suggested that in both schools children’s knowledge on the topic of matter increased after the play with younger
children gaining more conceptual knowledge than their older peers. In the public school girls showed greater gains in conceptual
knowledge than boys. No significant changes in students’ general attitudes towards science were found, however, students demonstrated
positive changes towards science learning. Theatrical elements that seemed to be important in children’s recollection of the
play were the narrative, props and stage effects, and characters. In the children’s memory, science was intertwined with the
theatrical elements. Nonetheless, children could distinguish well between scientific facts and the fictive narrative. 相似文献
13.
This article considers the impact of the early stages of an international project, Gardens for Life (GfL), on children’s perceptions
of school gardening and on their learning. The project involved 67 schools in England, Kenya and India and focused on the
growing of crops, recognising the importance of both the process and product of this activity in the different countries.
The theoretical framework was derived from consideration of informal learning, and more specifically experiential learning,
drawing on prior research undertaken in the context of school gardening. The research approach is characterised by the use
of concept maps to uncover the characteristically different ways in which children discerned school gardening and to help
to provide insight into their understanding of this activity. It was supported by contextual observation, interviews and children’s
drawings to aid the interpretation and understanding. The study showed a positive impact on learning and on the perceptions
of children towards school gardening in all three countries. It also highlighted the different perceptions, interpretations
and understanding of school gardening in the different cultures and environments, as well as the various aspects of it which
the children themselves highlighted. 相似文献
14.
Nora Scheuer Monserrat de la Cruz Juan Ignacio Pozo 《European Journal of Psychology of Education - EJPE》2002,17(2):101-114
This study investigates four- to six-year-old children’s conceptions of learning, by applying the lexicometric method to their oral responses to questions about their learning of drawing, in an individual interview at school. Interviews were videotaped and fully transcribed. Subjects were 26 children from a middle-class background attending public schools in Argentina (in a four-year-old class, a five-year-old class and first grade in elementary school). Differences among groups are described on the basis of correspondence analysis and modal response procedures. Such differences are then systematised into several interrelated dimensions regarding changes in children’s conceptions of learning to draw, namely: learning agency as the internalisation of social mediation, nature of both learner’s and teacher’s actions and mental states, learning goals and temporal frame of reference. Thus, three main conceptions are identified: external agency, external/internal agency and internal agency conceptions, which are associated to the three different school grade groups studied. 相似文献
15.
Liv Gjems 《Early Childhood Education Journal》2010,38(4):271-278
As a genre of talk, narratives represent important building blocks in children’s learning in many fields. The purpose of the
study presented in this article is to examine how teachers can encourage children’s learning about people’s beliefs through
narrating. Narratives play an important part in children’s learning to understand other people and how they will act according
to what they believe, think or know. This study is based on video observations of six children, 3 and 4 years old, and their
spontaneous personal narratives told to teachers over a period of 8 months. The narrative analysis revealed that in most of
the narratives the teachers were passive listeners or were concerned about the structure of events. The teachers seldom asked
questions about the children’s mental state or disagreed with the child in ways that revealed their different beliefs. Suggestions
about implications of this study are that early childhood teacher education should focus on talking with children about what
they may think or believe concerning narrated events, and also reveal what they think and believe themselves. 相似文献
16.
Katherine Becker 《Early Childhood Education Journal》2012,40(2):107-114
The purpose of this study was to explore patronage and usage of the children’s section of a public library. Patrons of the
children’s section of a public library in a small Northern Arizona city were observed for a total of 24 h over 12 sessions.
Analytic induction was used to formulate categories based on field notes made during these observations. An observation of
a story time session was also conducted. Data from an interview with a librarian was triangulated with observational data.
In terms of patronage, the clear majority of parents/adult caregivers accompanying a child or children to the children’s section
were observed to be female and speaking English. In terms of usage, the following three categories of early learning were
identified from the data: early literacy learning; learning how to use a library; and other developmentally appropriate learning.
Study results offer insight into both the role of females in the intergenerational transmission of literacy and the rich learning
young children experience at the library. At a time of library cutbacks and closures across the United States, this study
speaks to the continued relevance of the children’s section of the public library in providing free early learning experiences
during the pivotal birth to five age range. 相似文献
17.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
18.
Pauline Davey Zeece 《Early Childhood Education Journal》2007,35(1):41-45
Adult read aloud book activities, including literature selections, have significant impact on children’s language learning
opportunities. The style in which books are orally shared with children is also important. Detailed examination of adult-child
book reading conversations has demonstrated a variety of teaching and learning approaches in the empirical and popular literature.
Three of these approaches are included in this article: didactic-interactional, co-construction, and performance-oriented
styles (Dickinson & Smith, 2004). Ten children’s books are reviewed and recommended. 相似文献
19.
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
20.
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