共查询到12条相似文献,搜索用时 0 毫秒
1.
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
2.
Pauline Davey Zeece 《Early Childhood Education Journal》2007,34(5):345-350
A wealth of research documents the reading preferences of young children. However, much less is known about children’s actual
agendas or reasons for using and experiencing books. This article proposes the simple ENGAGE process to help adults better
understand what children believe is best about the books in their lives. Twelve books are reviewed and recommended. 相似文献
3.
Donna Gwyn Wiggins 《Early Childhood Education Journal》2007,35(1):55-64
Emergent literacy may be nurtured in an early childhood environment that integrates literacy experiences with meaningful music
activities in which young children develop skills necessary for success in both areas simultaneously. Early childhood educators
can develop the knowledge and skills needed to bring music into the classroom as an engaging and stimulating element of literacy
education. 相似文献
4.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
5.
阅读素养是语文教育的核心内容,但其内涵不明。本研究拟比较中美两份语文课程标准,厘清阅读素养内 容,反思当前语文教育改革。结果显示,两国课标都视阅读能力和文化养成为阅读素养的构成维度,但侧重点不同。中 国课标以内容为导向,强调其文化养成功能,着重建构课程的文化内容体系。美国核心标准则以过程为导向,重视发展 文本信息处理的认知能力,着重培养学生的学术阅读能力。籍此,论文还探讨了阅读素养对外语阅读教学的启示。 相似文献
6.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
7.
Many research questions require the assessment of reading in large samples of children. We compared two nonconventional procedures
for early reading assessment: test administration by telephone, and teacher assessment. Five thousand five hundred and forty
four children participating in a longitudinal twin study were assessed by telephone using the Test of Early Word Reading Efficiency,
and by their teachers using the UK National Curriculum criteria. A correlation of 0.69 was obtained between the TOWRE and
Teacher Assessment for Reading. There was also good agreement between the two procedures for identification of children at
the lower extreme. Both appear to be practical and valid for research studies. 相似文献
8.
Jeanne W. Holland 《Early Childhood Education Journal》2008,35(4):383-385
Reading aloud to infants continues to be the focus of controversy between educators, researchers, and health care professionals.
This article will provide insight into what research says about reading aloud to infants as well as the results of a case
study of a six-month-old infant who has been read aloud to in utero to the present time. The results of this case study confirm
that parents and caregivers reading aloud to infants is necessary in developing literacy skills that are paramount to book
awareness, print awareness, vocabulary development, fluency, and comprehension, all of which are stepping stones to learning
to read and write. 相似文献
9.
中国新课程改革:创新、挑战与战略 总被引:3,自引:0,他引:3
This paper presents systematically China’s New National Curriculum Reform (CNNCR). It covers the background, origin, essence,
goals, features, evolvement, schedule, implementation, the alignment in primary, secondary and middle schools’ curricula and
inter-subjects, the outcomes and the challenges and strategies of CNNCR.
相似文献
10.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
11.
Ros Garrick Anne Morgan 《Early Years: An International Journal of Research and Development》2009,29(1):69-81
This study assessed the impact of the role of the teacher in two children's centres in England and identified some of the supporting and limiting factors that influenced outcomes. The teachers worked across several settings in the private, voluntary and independent (PVI) sector, with the aim of enhancing early years practice and practitioner confidence. A conceptual framework was devised to model the impact of the teacher role based on Leithwood and Levin (2005). Teachers were found to bring vital professional knowledge and experience to the role and delivered their methods through a range of leadership styles as identified in the literature. Teachers were successful in developing practice and staff confidence in settings; this also impacted positively on outcomes for children. However, success was dependent on a number of moderating factors, including sector‐related factors such as the qualifications of staff. Implications for policy and practice are discussed. 相似文献
12.
1993年2月13日《中国教育改革与发展纲要》的出台,推动了高等教育的多元化发展和规模扩张,地方高校由此获得快速成长。2010年7月29日《国家中长期教育改革和发展规划纲要(2010—2020年)》颁布实施,进一步对高等教育发展提出了新的目标任务和战略举措。在此背景下,地方高校必须重新确立办学定位,创新发展理念,突出发展质量,形成办学特色。 相似文献