共查询到20条相似文献，搜索用时 15 毫秒
1.
Elizabeth Mackinlay Katelyn Barney 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):273-288
Play school is an icon of Australian children's television and an important part of Australian life – this programme, perhaps more than any other, has taken and continues to take centre stage in our living rooms and social worlds as young children. Play school is invested with an enormous amount of cultural capital and hence plays a significant role in the way that children engage and learn about social interaction, life and values in Australian culture. Aimed at preschoolers under the age of five, everything in the programme is done to relate as closely as possible to the social world and developmental level of the child and thereby assist their social, psychological and cognitive development. Through a combination of songs and dances, stories, dress up games and moments to ‘look through the window’ into the real world outside Play school, children are presented with a variety of sounds and images to engage with social concepts. In this paper we explore discourses of race, otherness and Indigeneity on Play school by deconstructing Aboriginalist images and representations featured on the programme and in doing so ask questions about the types of ‘race making’ that this programme engages in. 相似文献
2.
Australian Play School is a children’s television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1–8?years completed an online survey via a link on the Play School website. The survey addressed child behaviours during and after viewing, and adult perceptions about which programme segments were most engaging to the child. Play School elicited a large number and variety of behavioural responses from children during and after viewing. The types of responses elicited suggest that viewing the programme may be beneficial for children’s development and learning. Results were tempered by the age of the child and this, as well as the impact of carer attitudes and carer input during and after viewing, needs to be explored further before results are translated into recommendations for programming and optimal viewing strategies. 相似文献
3.
Nancy Green 《Literacy》1978,12(2):55-55
Mackay , David and Simon , Joseph , (1976) Help Your Child to Read and Write and More. Chamberlin , Anthony , and Stenberg , Kurt . (1976). Play and Practice. 相似文献
4.
Emery Pence 《Roeper Review》2013,35(3)
Capsela Scientific: Hands on Physical Science Curriculum for grades 3–9 Teacher Manual by Clifford Swartz New York: Play‐Jour, Inc. 1987 相似文献
5.
A. D. Pellegrini 《Psychology in the schools》1980,17(4):530-535
The study examined the relationship between play and selected demographic variables (sex and SES) and kindergartners' achievement in prereading, language, and writing. Play was observed and ranked according to Smilansky's cognitive play categories. Prereading and language achievement were measured by the Metropolitan Reading Readiness Test; writing achievement was measured by students' word writing fluency. Sixty-five kindergartners (37 male, 28 female) were tested and observed in the classrooms over a four-week period. Multiple regression and ANOVA procedures were employed to determine the extent to which play, SES, and sex predicted student achievement. Play was a significant predictor of success on all three measures of achievement (p < .01). SES and sex appeared to have little influence on the prediction of achievement. There were significant main effects due to play for all achievement variables (p < .001). Post hoc analyses indicated that dramatic play had the most significant impact on play (p < .05). Pedagogical implications are made. 相似文献
6.
Ellen Norgaard 《History of education》2013,42(1):37-47
WANTED, Smart Lad, to Play Small Burlesque Part: also Two Clever Children, Boy and Girl. ‐James English's Red Riding Hood Tour. Write Alhambra, Sandgate. WANTED, Small Boys to Sing and Dance, also Boy Pianist to go on Tour. Apply Archie Howells, 13 St. Phillip Road, Dalston, N.E. (Advertisements in The Stage, 11 and 18 January 1894 respectively)
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7.
《Support for Learning》2003,18(3):141-144
Books reviewed in this article: Stephanie Prestage and Pat Perks, Adapting and Extending Secondary Mathematics Activities Deborah Eyre and Hilary Lowe (eds), Curriculum Provision for the Gifted and Talented in the Secondary School Sally L. Smith, The Power of the Arts: Creative Strategies for Teaching Exceptional Learners Donald McIntyre, Colour Blindness — Causes and Effects Christine Macintyre, Play for Children with Special Needs: Including Children aged 3–8 Cathy Nutbrown (ed.), Research Studies in Early Childhood Education Chris Abbott (ed.), Special Educational Needs and the Internet — issues for the inclusive classroom 相似文献
8.
Richard D. Rieke 《Communication quarterly》2013,61(4):48-57
Randall, Clarence B., Sixty‐five Plus: The Joy and Challenge of the Years of Retirement. Little, Brown and Company, 34 Beacon Street, Boston 6, Massachusetts, 1963. Molloy, Julia S., Trainable Children. The John Day Company, 62 W. 45th Street, New York 36, N.Y., 1963, $3.50. Canfield, Curtis, The Craft of Play Directing. Holt, Rinehart and Winston, Inc., 383 Madison Avenue, New York 17, N.Y., 1963, $6.00. 相似文献
9.
Nathan Stormer 《Quarterly Journal of Speech》2013,99(2):182-190
Better Everyday English. By H. G. Paul, University of Illinois. Lyons and Carnahan, Chicago, 1924. pp. 279. Selected Orations. Compiled by Albert Mason Harris. Cokes‐bury Press, Nashville, Tenn., 1924. Pp. 439. Gentlemen of the Jury. By Francis L. Wellman. The Macmillan Company. 1924. Pp. 298. Costuming A Play. By Elizabeth B. Grimbal and Rhea Wells. New York. The Century Co. 1925. 135 pages. Abraham Lincoln: Master of Words. By Daniel K. Dodge. D. Appleton, New York. 1924. Pp.178. 相似文献
10.
Helen S. Kowalski Shirley R. Wyver Corresponding author Grace Masselos Philip de Lacey 《Early Years: An International Journal of Research and Development》2005,25(1):55-65
Forty‐eight toddlers aged 17 to 31 months attending long‐day childcare participated in this project, which examined some of the influences of the day‐care context on their emerging pretend play. Ninety minutes of video‐taped observations were collected for each participant as they engaged in free play with their same‐age peers and their pre‐school‐aged peers. The play environment was assessed on a number of dimensions, including the provision of play materials, the quality of care and staff attitudes toward play. Additionally, the participants' weekly attendance pattern was taken into consideration. The complexity of pretend play was coded in accordance with Westby's Symbolic Play Scale (1991). Two components of the long‐day childcare context—play with pre‐school‐aged peers and the unsatisfactory provision of play materials—were found to be significantly influential on the participants' complexity of pretend play. An attendance of four or more days in childcare was also found to be favourable. A number of implications for educational programming in the day‐care context arise from these results. 相似文献
11.
Truman L. Kelley 《The Educational forum》2013,77(4):465-468
We Make the Road by Walking by Myles Horton and Paolo Freire. Edited by Brenda Bell, John Gaventa, and John Peters. Philadelphia: Temple University Press, 1990, 248 pp., hardcover. (ISBN 0-8722-771-3) The Color of Strangers, The Color of Friends: The Play of Ethnicity in School and Community by Alan Peshkin. Chicago: The University of Chicago Press, 1991, 304 pp., softcover. (ISBN 0-226-66201-2) In the Mind's Eye by Thomas G. West, Buffalo. New York: Prometheus Books, 1991, 359 pp., hardcover. (ISBN 0-87975-646-2) 相似文献
12.
Marzollo , J. and Lloyd , J. (1977). Learning through Play. Meek , M., Warlow , A. and Barton , G. (1977). The Cool Web: the Pattern of Children's Reading. Hoffman , M. (1977). Reading, Writing and Relevance. Jackson , S. (1977). Oxford Junior Workbook, 1A, 2A, 3A and 4A. Riddell , G. and Gulland , D. (1975). Teaching: Active or Passive. Lewis , L. (1977). Attack-a-track. Spooncer , F. A. (1976). The Development of Reading, The Evaluation of Reading. Williams , A. (1971). Reading and the Consumer. Zimet , S. G. (1977). Print and Prejudice. 相似文献
13.
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with novel objects with to-be-learned names (Learning condition) and the other with familiar objects with known names (Play condition). Children and parents in the Learning condition modified their individual and joint behaviors when encountering novel objects with to-be-learned names, which created clearer signals that reduced referential ambiguity and potentially facilitated word learning. 相似文献
14.
Linda S. Lee 《Early education and development》2016,27(1):1-17
Research Findings: The present study investigated the role of ethnic similarity in the peer preferences and play quality of Latino and Chinese children enrolled in Head Start classrooms and the relationship between peer acceptance and social adjustment in these groups. Participants were 244 children (M = 4.6 years old) from Head Start preschools located in the greater Los Angeles area. Results showed that both Chinese and Latino children played more with same-ethnic than cross-ethnic peers, but only Latino children showed same-ethnic preferences in friendship nominations. Play dyads of the same ethnic group engaged in more complex play than those of different ethnic groups. Practice or Policy: Findings suggest that preferences for same-ethnic peers are starting to emerge in preschool classrooms. In addition, prosocial behaviors may be important for all children, regardless of ethnicity, to gain peer acceptance. Implications for practice are addressed. 相似文献
15.
Anamika Devi Marilyn Fleer Liang Li 《International Journal of Early Years Education》2018,26(3):295-311
Grounded in Vygotsky’s cultural-historical theory, this paper examines how often teachers are involved in children’s imaginative play and discusses their beliefs about their role in supporting children’s imaginative play. To investigate this problem, video (65 hours of digital observations) and interview data (two hours and 30 minutes) of 60 children with 7 teachers from two preschools in Australia were analysed. Using Vygotsky’s [1966. “Play and Its Role in the Mental Development of the Child.” Voprosy Psikhologii 12 (6): 62–76] cultural-historical concept of play, and Kravtsov and Kravtsova’s [2010. “Play in the L.S. Vygotsky’s Nonclassical Psychology.” Journal of Russian and East European Psychology 48 (4): 25–41] conception of ‘subject positioning’ (being inside and outside of the play), it was found that despite the general importance of play, teachers’ involvement in developing children’s imaginative play appears to be minimal. The interviews showed that teachers’ beliefs about their role in children’s imaginative play are directly related to the distance of their physical proximity and understanding of the play narrative being enacted. This paper argues that focusing on teachers’ involvement in children’s play is an important but under-researched dimension of play-based pedagogies in early childhood education. 相似文献
16.
Comparisons of observed process quality in early child care and education programs in five countries 总被引：2，自引：0，他引：2
Wolfgang TietzeDebby CryerJoachim BairroJesús PalaciosGottfried Wetzel 《Early childhood research quarterly》1996,11(4):447-475
In this cross-national study, observed process quality in preschool classrooms was compared across five countries—Austria (n = 37), Germany (n=103), Portugal (n=88), Spain (n=80), and the U.S.A. (n=390). Process quality was assessed using the Early Childhood Environment Rating Scale (ECERS) and the Caregiver Interaction Scale (CIS). Both instruments had comparable properties when used in the different countries. A MANOVA found overall ECERS differences between countries, with Austria and Germany scoring higher than Spain, and Austria higher than the U.S.A. CIS Sensitivity scale differences showed Austria and Spain with higher scores than the U.S.A. Tests of homogeneity of variance showed U.S.A. with the highest standard deviations. A discriminant analysis, using countries as groups and ECERS items as criterion variables, revealed differences between countries on two discriminant functions: Personalized Care and Availability and Use of Space and Play Materials. Results are discussed in terms of the early childhood traditions and infrastructures found in the five countries. 相似文献
17.
Olivia N. Saracho 《教育心理学》1999,19(2):165-180
ABSTRACT The social behaviours of 2400 3‐, 4and 5‐year old children attending an early childhood programme were observed, recorded, and analysed, and their cognitive style assessed. Factors underlying the play of preschool children based on their cognitive style were identified. Sex and age were considered in these social factors. ThePlay Rating Scale was used to record young children's behaviours in four different forms of play (physical, block, manipulative, dramatic); while theGoodenough‐Harris Drawing Test was used to determine the children's cognitive style. Factor analysis indicated two dimensions of play behaviours for each group of children. These factors had strong loadings with a range of items. The factors indicated that field‐dependent children participated more in social play activities, whereas field‐independent children engaged more in nonsocial play activities. The study suggests practical and research implications in promoting educational play using the children's cognitive style. 相似文献
18.
Helen Hughes 《Education 3-13》2013,41(3):279-291
In 2007, Sport Wales produced guidance for practitioners delivering the new Foundation Phase curriculum for children aged three to seven years. A focus was on physical development and in 2009 a resource entitled Play to Learn was developed supported by a website launched in 2011. The present study addresses (non-)engagement with the website. Based on a qualitative study (interviews and focus groups) with a small cohort of parents from a primary school in South Wales, the findings revealed some of the reasons for only low levels of engagement from parents/carers. ‘Hard copy’ resource materials were considered more useful than electronic media. 相似文献
19.
Dayton D. McKean Hoyt H. Hudson Marvin T. Herrick Wesley Swanson 《Quarterly Journal of Speech》2013,99(2):235-238
A Case Book in Discussion. By Frank C. and Mary B. Mckinney, with an introduction by Joseph V. Denny. New York: The Ronald Press, 1930: pp. vi, 267 ; $2.00. Suggestions for instructors. By the same authors; 28 pp. The Fred Newton Scott Anniversary Papers. By Former Students and Colleagues. Chicago: The University of Chicago Press, 1929: pp. ix, 319. Daniel Webster. By Allan L. Benson. New York: Cosmopolitan Book Corporation, 1929 ; pp. viii, 402. Elements of Public Speech. By J. K. Horner. New York: D. C. Heath and Company, 1929; pp. xi, 313. Literature for Oral Interpretation. By Eiohard Dennis Teall. Hollister. Ann Arbor, Michigan: George Wahr, 1929; pp. 752. $3.60. Anniversaries and Holidays. By Mary Emogene Hazeltines American Library Association, 520 N. Michigan Avenue, Chicago, 1929: pp. xx, 288. A Practical Handbook of Play Production. By D. C. Ashton. A Book of Dramatic Costume. By Edith Dabney and C. M. Wise. New York: F. S. Crofts and Co., 1930; pp. x, 163. $3. Theatre Management. By Sanford E. Stanton. New York: D. Ap‐pleton and Company, 1929; pp. vii, 154; $1.50. 相似文献