This study developed from the findings of a previous set of studies into parental involvement in pre-school education. Amongst some interesting results, significant were parents concerns, and uncertainties about their roles in facilitating the learning experiences of their children in the home environment.
Additionally, the findings revealed that when parents do spend time with their children, reading stories and playing board games were popular past-times. Research elsewhere reveals that the kinds of pre-school activities most effective in the development of thinking skills, involve construction, drawing and board games. Thus, an aim of this study, is to investigate the extent to which parents' understanding of the competencies involved in these activities, affects their involvement in them at home and the progress of their children in school.
This paper presents the findings of a pilot study of the role of the tutor in problem solving. It is an attempt to identify the kinds of knowledge and information about children that tutors, and subsequently parents, would need to have to be effective, and the kinds of activities which elicit developmentally appropriate strategies in children when presented with problem solving tasks. The results show that if parents are to be effective as collaborators in their children's learning, an understanding of qualitative differences in children, the kinds of activities and experiences provided, and methods of presentation, are vital factors for success. 相似文献
Using visual ethnography as a participatory method that places children’s and young people’s everyday experiences at the centre of research is discussed in this paper. The strengths and challenges of using participatory visual methods as a way of eliciting the thoughts, feelings and identities of young people within various education and training contexts in England are presented through the reflection of two ethnographies’ that encouraged the use of participatory visual techniques to facilitate the gathering of data. Participatory visual approaches capture meaningful child-centred and child-generated perspectives of their everyday lives in situ [Oh, Su-Ann. 2012. ‘Photofriend: Creating Visual Ethnography with Refugee Children.’ Area. 44(3): 382–288. doi:10.1111/j.1475-4762.2012.01111]. The participatory visual method is a powerful instrument within the plethora of methods available to the ethnographer. By offering reflexive accounts of doing ethnography in an unobtrusive and child respectful way the power of ethnography is revealed via its versatility. 相似文献
The purpose of my paper is to describe and explain the probability of staying in temporary work for young people (age 16–27) in Sweden between 1992 and 2011 and its relation to socioeconomic outcomes (low socioeconomic classification and wage). I used panel data from the Swedish Labour Force Survey (LFS) and the longitudinal integration database for health insurance and labour market studies (LISA). To analyse the data, I used a dynamic probit model, unconditional quantile regression, and a pooled bivariate probit model. My results suggest that young people who have a low education have lower probabilities of receiving temporary employment in younger cohorts. However, younger cohorts with a lower education have a substantive wage disadvantage, specifically in younger cohorts compared to older cohorts. Low-educated cohorts also have a higher probability of obtaining low socioeconomic classification (SEC) employment, which is conditional on holding temporary employment in older cohorts compared to other educational groupings. 相似文献
Self, who we are and how we come to see ourselves, is increasingly viewed as the ongoing and changing story we tell about our lives. It is a story that begins in the early childhood years and that we actively construct out of the relational matrix of home, school, and community. Early childhood settings are crucial sites where young children construct stories of who they are in relation to others. Teachers play a meaningful role in guiding young children in constructing an ongoing sense of self in relation to others. 相似文献