Role of Task-related Factors in Assessing Young Children's Logical Ability in Class Inclusion

One of the ways in which we assess children's logical competence is to ask them questions. This is based on two rather weak assumptions – first, that they understand these questions in the same way adults do and secondly, that logical operations are required to answer these questions. However, since at the start, the child does not know the intentions behind our question, he has to consider the form in which the question is posed and use whatever contextual cues or clues are available to make a correct inference. Relevant information may or may not be contained in the question or the external context. Sometimes, both question and context contain these information, and variation in either can lead to a correct or incorrect answer, independent of the logical abilities theoretically being assessed.     

A framework for fostering a community of practice: scaffolding learners through an evolving continuum

This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT‐based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners’ co‐construction efforts are encouraged and experienced.     

Investigating the effect of imikode virtual reality game in enhancing object oriented programming concepts among university students in Nigeria

Education and Information Technologies - Learning object oriented programming (OOP) has been a daunting and challenging task for students across tertiary institutions in Nigeria. Various...     

The social practice of learning: a craft for the 21st century

This article argues that the social practice of learning (SPL), involving life-long learning, meta-learning, deep reflection, and dialogue in a community, should be the distinguishing knowledge base of schools in the twenty-first century. This article also analyses the strategies and challenges of the recent education reforms in Singapore through the lens of an SPL education paradigm. Although the Singapore government has done much to train teachers, trim syllabi and introduce new ways of teaching and learning, such as project work, the real challenge is to go beyond the provision of structural changes to the substance of the epistemological reform.     

Maternal Parenting Stress,Child Exuberance,and Preschoolers’ Behavior Problems

This study investigated whether child exuberance, an aspect of temperament related to emotion regulation, moderates the well-documented association between high parenting stress and increased risk for internalizing and externalizing problems during the preschool years. At 42 months of age child exuberance was observed in 256 children (47% girls) and maternal self-reports on parenting stress were obtained. At 48 months internalizing and externalizing problems were assessed through reports from both parents. Indeed, higher maternal parenting stress increased the risk for internalizing problems, and this association was more pronounced among children with high levels of exuberance. Existent emotion regulation difficulties in highly exuberant children may further heighten the risk conveyed by an unfavorable caregiving environment for developing internalizing problems.