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41.
The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children
and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development
in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented
perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of
teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and
extensive curricular changes to indoor environments. 相似文献
42.
The transition to kindergarten represents an important developmental milestone for children and may pose unique challenges
to children with disabilities, their families, and teachers. The primary goal of the current study was to investigate teacher
concerns regarding the transition to kindergarten as well as teacher and parent-reported transition preparation practices
and involvement for a sample of children with autism spectrum disorders (n = 19) and children with other developmental disabilities (n = 76). Teachers reported significantly more concerns for children in the ASD group than for children in the DD group, although
there was no difference in total involvement in transition practices between groups. Although teacher and parent involvement
in transition preparation was generally high, generic less individualized practices often were utilized. Study findings are
discussed in the context of future research directions to help facilitate kindergarten transitions for young children with
disabilities. 相似文献
43.
The focus of this article is on articulating the importance of teacher development of constructs about homeless children and
families and examining factors that influence teachers’ perceptions of children and families who are homeless or at high-risk
of becoming homeless. The article also explores some strategies to support teachers in transforming their perceptions of homeless
children and provides case examples of how this process can work. Three case studies explore how teacher educators and practicing
teachers can work together to reflect on their own perceptions of homeless children from high-poverty backgrounds and how
educators were able to transform their own perceptions in being able to better serve their students. 相似文献
44.
Laura Rantavuori 《International Journal of Early Years Education》2018,26(4):422-435
ABSTRACTA successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do boundary work in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012–2013 (a total of 22.5?h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals’ cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor. 相似文献
45.
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47.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
48.
This study assessed the effects of text topicalization conditions (initial position, final position, or no topic sentence) on the comprehension of main ideas and specific passage information for middle school readers. Also of interest were interactions of topic familiarity and readers’ cognitive styles (degree of field independence) with text topicalization. One hundred and seven subjects were randomly assigned to one of the three topicalization conditions and read three familiar and three less‐familiar multipleparagraph expository texts. Main idea comprehension was assessed with both a sentencesummary (generation) and best‐title (recognition) task. Comprehension of specific passage information was evaluated with multiple‐choice items. Text topicalization effects were observed for main idea comprehension (with initial position best, followed by final position), while topic familiarity resulted in higher comprehension scores for specific passage information. Moreover, a cognitive style‐text topicalization interaction was found on the best‐title task; in this case, relatively field dependent readers were assisted by a final topic sentence placement. Implications are drawn for future research concerning the complex interplay of texts, tasks and readers in prose‐processing. 相似文献
49.
50.
Perception of sign language and its application to visual communications for deaf people 总被引:1,自引:0,他引:1
Video communication systems for deaf people are limited in terms of quality and performance. Analysis of visual attention mechanisms for sign language may enable optimization of video coding systems for deaf users. Eye-movement tracking experiments were conducted with profoundly deaf volunteers while watching sign language video clips. Deaf people are found to fixate mostly on the facial region of the signer to pick up small detailed movements associated with facial expression and mouth shapes. Lower resolution, peripheral vision is used to process information from larger, rapid movements of the signer in the video clips. A coding scheme that gives priority to the face of the signer may be applied to improve perception of video quality for sign language communication. 相似文献