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41.
Māori adults have earlier first memories than adults in any culture studied to date. To test the role of early memory socialization in this advantage, Māori ( n = 15) and New Zealand European (or Pakeha, n = 17) mothers told birth stories and stories of shared past events to their children (3–4 or 7–8 years). Compared to Pakeha mothers, Māori mothers elaborated more in the birth stories, relative to their elaborations in stories about shared past events, and included more references to relational time and internal states in their birth stories. These data provide the first empirical evidence that Māori children experience a richer narrative environment than Pakeha children for significant events in their past. 相似文献
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Iris Keating Jo Basford Elaine Hodson Angela Harnett 《International Journal of Early Years Education》2002,10(3):193-203
Teachers of children aged four and five years in England (the Foundation Stage), since 2000, have been bound by the Curriculum Guidance produced by central UK Government. We were interested to learn of the responses of these teachers to this newly introduced document. We found that teachers welcomed the Foundation Stage Curriculum Guidance, not least because it recognised that there exists a valuable and separate stage in children's education. Further, the teachers were relieved that there was, within the document, the acknowledgement of the importance and value of play as integral to the educational needs of young children. The teachers indicated that the document was also beneficial in that it allowed them to return openly to what they felt to be sound Early Years practice which some had felt had been undermined by previous curriculum guidance. However, concerns remained in that not all stakeholders are yet aware of the needs of young children and of the resources necessary to meet these needs. En Angleterre, depuis 2000, les enseignants des enfants de quatre et cinq ans (phase dite de 'fondation') doivent se conformer à la Curriculum Guidance (Lignes directrices des programmes scolaires) produite par le gouvernement central du Royaume-Uni. Nous souhaitions connaître les réactions de ces enseignants face à ce nouveau document. Nous avons constaté que les enseignants accueillent favorablement la Foundation Stage Curriculum Guidance tant elle reconnaît l'existence d'une phase utile et distincte d'assimilation chez les enfants. En outre, les enseignants ont été soulagés de constater que la document reconnaît l'importance et l'utilité du jeu comme faisant partie intégrante des besoins éducatifs des jeunes écoliers. Ils ont également fait savoir qu'ils trouvent ce document utile dans la mesure où il leur permet de revenir ouvertement à des pratiques qu'ils considèrent comme étant saines pendant les premières années scolaires des enfants et qui, selon certains, avaient été amoindries par les lignes directrices des programmes scolaires précédents. Ils s'avèrent néanmoins toujours préoccupés du fait que toutes les parties prenantes ne sont pas encore conscientes des besoins des jeunes enfants et des ressources nécessaires pour les satisfaire. Desde el año 2000, en Inglaterra, los profesores de niños de la edad de 4 y 5 años (la Etapa de Fundación) han tenido que conformar con las reglas de curriculum introducidas por el gobierno central del Reino Unido. Tuvimos interes de enterarnos de las respuestas de aquellos profesores a ese documento nuevo. Encontramos que los profesores estan de acuerdo con la 'Guía de Curriculum de la Etapa de Fundación', por lo menos porque reconoció que existe una etapa válida y aparte en la educación de niños. Además estuvieron contentos que el documento reconició la importancia y validez de juegos infántiles imprescindible en el desarrollo del niño. Los profesores indicáron que el documento fue beneficioso también porque les permitió volver abiertamente a lo que sentieron que fueron 'prácticas sanas' de los años primeros que algunos de ellos pensaron que habían estado desacreditadas por las 'Guías de Curriculum' previas. No obstante quedan preocupaciónes que algunos interesados todavía no estan enterados de lo que los niños necesitan y los recursos que hacen falta. 相似文献
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This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semesters teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change. 相似文献
46.
This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results. 相似文献
47.
This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses. 相似文献
48.
Irina Tsybina Luigi E. Girolametto Elaine Weitzman Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185
This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language. 相似文献
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我们每个人都碰到过压力,体验过压力的滋味,感受过压力带来的影响.压力实际上是身体对我们所遇到的紧张性刺激的反应.人们对压力这个话题本身、压力带来的影响以及压力的消减怀着极大的兴趣.心理学、社会学以及医学领域的研究者们对压力已进行过多年的研究.…… 相似文献