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1.
This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICTs) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICTs, the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICTs as one element in the multimedia mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICTs make to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICTs can play a compensatory and engaging role or further entrench disadvantage (‘the digital divide’) is discussed. The review concludes that the pedagogical imperative must remain with practitioners. 相似文献
2.
This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross‐cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers’ plans, and discussed their findings with others in positions to be able to ‘authenticate’– or refute – findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ‘here and now’ nature of young children’s experiences. Rosenthal’s (2000) framework for exploring ‘collectivist’ and ‘individualist’ cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected. 相似文献
3.
W. T. Walton 《International journal for the advancement of counseling》1993,16(2):107-118
This paper explores the problems faced by parents of disabled children with respect to stress-related factors. Parents of disabled children experience tremendous stress in the responsibilities and problems that they face. Counselors who become involved with parents of disabled children need to be capable of assisting these parents in developing and implementing stress management programs. The counselor needs to teach the parents effective ways of reducing stress, in their everyday activities centered around the disabled child.This paper will discuss some of the circumstances that cause stress and suggest procedures for training parents in becoming aware of the stressors and learning to manage them. The paper will also discuss promoting self-awareness and developing coping skills for parents of the disabled children. Counselors are encouraged to use these and other stress management techniques in helping parents become more effective in managing the stressors and developing appropriate coping skills. 相似文献
4.
Cathrine Fowler Angela Dawson Chris Rossiter Debra Jackson Tamara Power Michael Roche 《Studies in Continuing Education》2018,40(1):98-114
Learning to parent sensitively and safely can be challenging for adults with childhood abuse and neglect experiences. Such childhood experiences are prevalent among incarcerated parents whose ability to parent their own children is also limited by separation from them. Several prisons have developed programs to foster pro-social parenting skills among incarcerated mothers and fathers to assist them on release. This paper reports a qualitative research study that explored the factors affecting the delivery and outcomes of parenting programs in correctional facilities in New South Wales Australia from the perspective of individuals involved in developing and implementing the programs. Thematic analysis of 19 interviews identified two main themes: supporting parents’ learning in correctional settings and providers’ learning about parent education in correctional settings. Respondents reported the benefits of providing creative learning opportunities enabling parents to build on their strengths and to develop relationships. These factors contributed to changing prisoners’ attitudes and supporting them to consider alternative parenting approaches. The co-productive approach to parent education supported enhanced parenting knowledge among parents and greater insights among educators. Parenting education can be successfully delivered in correctional settings and can assist incarcerated parents to build on existing knowledge and adapt it to their own needs. 相似文献
5.
This paper explores the experiences of early intervention for three families in England. The case study research considers parental perspectives and children's experiences of early intervention: what do parents want and what are children's experiences? In particular the ways in which parents and children participate in early intervention programmes in order to support learning will be explained. Case study data includes interviews with four parents. The early intervention experiences of three children with Down Syndrome aged 3–4 years old will be described and placed within the context of early years and inclusive education policy and practice in England ( DfES, 2001, 2003a,b; 2004a; TSO, 2003; QCA, 2000 ). Recent recognition within Government policy towards increased parental involvement in the learning of young children will be considered within the context of inclusive education and early years policy and practice. The ways in which parents are encouraged to be involved in developing the learning of their children and their support from professional services will be considered. The parents’ views and experiences enable a conceptualisation of the implementation of policy and practice, in relation to the opportunities provided and the difficulties encountered. The tensions identified raise questions about whether parents are receiving the kinds of support they need and expect, and in particular whether suitable consideration has been given to the pedagogic models being applied through early intervention programmes. 相似文献
6.
Katie B. Howard Napoleon Katsos Jenny L. Gibson 《British Educational Research Journal》2021,47(2):427-449
With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two linguistically different educational settings: England and Wales. Semi-structured interviews were conducted with 13 practitioners (5 teachers, 4 teaching assistants, 3 special educational needs coordinators and 1 speech and language therapist) working in mainstream schools. Data were analysed using interpretative phenomenological analysis (IPA), which seeks to illuminate participants' lived experience. Three superordinate themes were extracted from the data: (1) perspectives on bilingualism in autism; (2) comparisons across two linguistically different settings; (3) creating inclusive learning environments. The results demonstrate that practitioners had concerns about the feasibility of bilingualism for some autistic pupils, and argued that exposure to two languages may have a negative impact on their development. Future research should focus on finding effective ways to identify and support learning needs among bilingual pupils to ensure that children who are ‘doubly different’ from their peers not only have access to educational provision, but also have opportunities to harness and celebrate their differences. 相似文献
7.
Angela Anning 《The International Journal of Art & Design Education》2002,21(3):197-208
Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school. Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings. Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 相似文献
8.
This article explores the perspective that well-being and creativity can be nurtured in children through understanding and addressing the diverse ways in which children learn, communicate, and develop (inner diversity). In particular, our working hypothesis is that focusing children’s and young people’s learning towards the realization of their well-being supports and enables creativity. But it also requires, firstly, addressing how children perceive, engage with, and express creativity in different ways and, secondly, nurturing the development of core capacities to, in turn, underpin their capacity to develop key competences and skills in formal and non-formal learning settings. In recommending that education systems take the well-being of children as their central purpose, we are suggesting that there are capacities, ranging from personal qualities to behavioural skills, which are necessary for the development of the personal resources to enable lifelong and life-wide learning. 相似文献
9.
Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students’ perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts. 相似文献
10.
Joke Vandenabeele 《International Journal of Lifelong Education》2013,32(2):171-185
ABSTRACTThis article provides evidence of the ways in which Family Learning (FL) has offered opportunities for the negotiation of a culturally responsive pedagogy that positions parents as experts. Although our study is small (ten parents and six FL practitioners) its significance lies in its longitudinal perspective and in-depth analysis, which demonstrate that the benefits of learning are dynamic and can transfer across domains (education, family, community) and lead to change in parents’ sense of self and their practices. We find that the approach taken by the FL workers enabled parents to raise their horizons of possibility so that they considered new careers and ways of being. Our symbolic interactionist approach focuses on the opportunity for the negotiation of new identities afforded by these programmes and provides an explanation for their long-term positive consequences. The implications for adult learning for all professionals engaging with parents are the benefits of: forming collaborative relationships between participants and staff; using a ‘funds of knowledge’ pedagogical approach; and developing artifacts that can be shared publically. 相似文献
11.
Liz Chesworth 《International Journal of Early Years Education》2016,24(3):294-308
Children’s interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children’s diverse interests may contribute to relationships and interactions within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children’s play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status within peer cultures. This raises some issues regarding how matters of inclusion and exclusion are understood and responded to within early years settings. The article recommends that teachers and researchers engage critically with children’s individual and collective funds of knowledge in order to better understand the complexities of play cultures. 相似文献
12.
《Support for Learning》2006,21(1):33-39
The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small‐scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six‐week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self‐efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs. 相似文献
13.
Tina Cook 《Educational Action Research》2013,21(1):77-98
This article details how an action research/reflective practitioner approach added value to the efforts of participants who were engaged in developing their practice and working together within a New Labour area-based policy initiative. The process of reflecting and learning together in the project supported practitioners in thinking, learning about, designing, engaging in and changing elements of their practice according to the evidence they had gathered. A key element of the article is how the notion of reflection ‘in’ action and ‘on’ action (Schön) supported people from different backgrounds and settings in understanding and developing their practice through improving self-knowledge and confidence and, in turn, their knowledge of other perspectives. The article raises issues in relation to the use of action research at the interface between micro- and macro-development, individual and group work, and worker and manager perspectives. It concludes by suggesting some of the issues that those engaged in further development of innovative, interagency and interdisciplinary projects might need to address if an action research/reflective practice model of working together for change is to be made more widely available, relevant and useful. 相似文献
14.
Karen E. Broomhead 《Support for Learning》2013,28(1):4-10
This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour – more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple learning difficulties) who frequently displayed challenging behaviour as a characteristic of their SEN. Semi‐structured interviews were conducted with ten parents of children with challenging behaviour, together with 15 educational practitioners employed in mainstream and BESD schools. Findings revealed how several parents, and staff employed in BESD schools, viewed pupils with challenging behaviour as ‘unwanted’ in mainstream schools. The remaining parents, as well as mainstream practitioners, reported the opposite and indicated that these pupils received treatment deemed to be ‘preferential’ in the mainstream. This has direct implications for those concerned with supporting pupils with challenging behaviour in mainstream settings. 相似文献
15.
Karen Guldberg 《British Journal of Special Education》2010,37(4):168-174
This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers. 相似文献
16.
17.
Ernest C. D. M. van Lieshout Iro Xenidou-Dervou 《Educational Studies in Mathematics》2018,97(1):39-53
This study examined immigrant parents’ involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children’s appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children’s early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families. 相似文献
18.
Sigrid Brogaard-Clausen Sue Robson 《International Journal of Early Years Education》2019,27(4):345-359
ABSTRACTFriendship matters for young children’s development, learning and experience of wellbeing. This paper emphasises the significance of young children’s friendships for their wellbeing, especially in the context of early years settings. Findings are presented from two online questionnaires developed for the project, in which 155 parents/carers and 285 practitioners in England expressed their perceptions of what matters for young children’s wellbeing. Data shows some ambivalence in the views of both parents/carers and practitioners about the importance of friendship in this context. Both groups gave low prioritisation to ‘the company of friends’ for children’s wellbeing. As friendships are of central importance to young children themselves, this could suggests that adults and children may have different priorities, which raises questions about the extent to which young children’s friendships are seen as important by adults. The paper concludes by proposing the need for practitioners in particular, but also parents, to consider their roles and priorities for children’s lives within schools and nurseries, including how they might sensitively support and facilitate children’s friendships in play, activities, transition and everyday life. 相似文献
19.
ABSTRACT This short report is about the experiences, views and perspectives of eight parents whose children experience difficulties in learning or have disabilities. These parents have been involved in or innovated parent groups around England. Their views are presented in the light of education policy which relates to school choice and to children and young people with statements of their ‘special educational needs’. These parents’ perspectives on integration emerged as one of the main themes from the interview data 相似文献
20.
Ling Hao 《Literacy》2023,57(1):28-39
This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed. 相似文献