幼儿同伴合作行为类型探析

通过对自然情境下幼儿园同伴间的合作行为进行现场观察和访谈,收集幼儿同伴的合作行为案例,在此基础上对幼儿同伴合作行为的类型进行了三个维度的划分,并对不同类型的幼儿合作行为作出了相应的“解释性理解”。     

Non-disabled children’s ideas about disability and disabled people

This article discusses findings from an Economic and Social Research Council-funded study exploring non-disabled children’s ideas about disability. This represents the first in-depth sociological investigation of children’s ideas about disabled people as members of wider society. Data are presented from focus group discussions with children aged 6–7 and 10–11. The article draws upon William H. Sewell Jr’s theorizing of structure and agency and, in particular, employs his concept of ‘cultural schemas’. The article explores non-disabled children’s enactment of various cultural schemas relating to disability and argues that although they are capable of questioning, even transforming, schemas, they are primarily engaged in enacting a series of ‘hegemonic’ schemas that maintain their privileged position as non-disabled people. The article concludes by urging schools and educationalists to do more to encourage non-disabled children to think differently and positively about disabled people.     

The role of schools in disaster preparedness,response and recovery: what can we learn from the literature?

In order to contextualise the articles in this special issue, this introductory article surveys the relevant literature from recent disasters in mostly developed countries in order to explore the wider role of schools in disaster preparedness, response and recovery. The first section argues that as schools are hubs of their communities, it is important to understand the literature on communities in disaster contexts. This is followed by recent examples of school experiences of disasters, particularly in Japan, New Zealand and Australia. The final section synthesises the literature on children and young people in disaster contexts. The article closes with a set of recommendations for integrating schools into disaster planning.     

Structure of cartoons,narrative skills and perception of values/countervalues in primary school / Estructura de los dibujos animados,habilidades narrativas y percepción de valores/contravalores en Educación Primaria

Abstract

This study analyses whether narrative skill and the perception of values/countervalues among students in primary school vary according to the structure (narrative vs non-narrative) of the episodes of fiction viewed, the grade age (third and sixth, 8–12 years old), sex and attentional level. With this purpose in mind, quantitative and qualitative methodologies were implemented. The most noteworthy results include the higher narrative skill and perception of values/countervalues of students in the sixth grade of primary school and those who viewed an episode with a narrative structure. The conclusion is that when addressing narrative skills and the education in values/countervalues from the formal and informal spheres, special importance should be attached to the structure of the fiction contents, given that it can to some extent help students make the messages meaningful in terms of values and countervalues.     

Imagining a different life in school: educating student teachers about ‘looked after’ children and young people

The research described in this paper concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point, together with the familiarisation of student teachers with the ‘looked after’ system in the UK. We discuss an exploratory awareness‐raising curriculum project within a Teacher Education Department at a University in the UK that utilises digital multimedia to develop a ‘community of awareness’ of young people and student teachers. As a result of this work, the student teachers were able to reflect on their pedagogical knowledge and practices related to teaching and wider pupil pastoral care. Further, those involved in the project therefore not only learned how to use technology, but to apply it in meaningful, productive ways, which were potentially transforming in terms of appreciation and knowledge of diversity. Benefits for the participants – the young people involved and the student teachers, as well as implications for both student teachers’ understanding of diversity and limitations of the technology – are discussed.     

基于英文绘本的儿童英语阅读教学策略建构

语言学习依赖于大量的阅读,儿童只有\"培养广泛的阅读兴趣,扩大阅读面,增加阅读量,多读书,读好书,好读书,读整本的书\",他们的语言能力才会得到长足的发展。目前我们儿童英语学习低效的原因也和缺少阅读、缺少语言环境有关。近年来,笔者在教学中倡导开展英文绘本阅读,扩大儿童的英语阅读量,让儿童尽可能多地接触原汁原味的英语,这无疑是提升儿童英语水平的一条有效途径。     

The immediate impacts of preschool attendance on Turkish children’s mathematics achievement

This study was conducted to investigate the immediate impacts of preschool attendance on Turkish children’s mathematics achievement. The participants were 200 children who attended or did not attend preschool. The number and operation task and the geometric shapes sorting task were used as the data collection tools. The children who attended preschool performed significantly better on the number and operation task and the geometric shapes sorting task than the children who did not attend preschool. Indeed, the multivariate regression analysis demonstrated that preschool attendance is the most important predictor of the success of children in number and operation task and the geometric shapes sorting task.