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1.
This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. 相似文献
2.
This study investigated the extent to which preschool teachers and children (ages 4–6) used literal and inferential language within the context of whole-group instruction in four kindergarten classrooms in Hong Kong. A total of 20 sessions of videotaped classroom observations of linguistic interactions between teachers and children were transcribed and then analyzed using a coding scheme to determine the cognitive complexity of teacher questions and child responses with reference to four levels of abstraction, representing a literal-to-inferential continuum. The results indicated that the teachers’ questions were predominantly literal in nature (83 %), and similarly the majority of the children’s responses (77 %) were also literal. Furthermore, it was revealed that in an average instructional session: (a) teachers produced significantly more utterances than children; (b) the difference in the quantity of teachers’ questions between literal and inferential levels was statistically significant; (c) similarly, the difference in the quantity of children’s responses between literal and inferential levels was also statistically significant; and (d) children produced a significantly larger quantity of shorter than longer utterances. As there is distinct value in whole-group instruction as a salient context for teacher–child interactive, linguistic engagement in kindergarten classrooms in Hong Kong, it is particularly vital that early childhood educators understand what types of linguistic interactions are occurring there and how to target professional development for teachers to better support language learning in young children. 相似文献
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4.
Lou Furman 《Early Childhood Education Journal》2000,27(3):173-178
Early childhood practitioners appear to be in an unending battle to legitimize the use of the dramatic arts in the classroom.
Even early childhood educators who accept the value of dramatic play seldom utilize the potential of drama fully. The purpose
of this article is to reinforce the value of drama and theater for young children. Dramatic play, creative drama, theater,
and television—a form of drama — all have their place in the development of young children. 相似文献
5.
This article analyzes how one teacher, Ana, builds community in the daily life of her classroom in Figueirinha, a Portuguese public kindergarten. It begins by briefly critiquing the dominant research discourse in early childhood education and arguing that community should be central both to life in early childhood classrooms and to research in those classrooms. Figueirinha, Ana, and the Large Table that is the center of Ana's classroom are introduced. Ana's understanding of community is explored by focusing on six themes: membership, awareness, negotiation, responsibility, ritual, and group memory. Ana's practice is illustrated and analyzed through the use of vignettes. The article concludes with a discussion of Ana's practice and her commitment to the community of the classroom. 相似文献
6.
ABSTRACT The present qualitative study explores the beliefs of Iranian early childhood English teachers regarding their roles in teaching English as a foreign language (EFL) to young learners at kindergarten and preschool age. The data were collected through classroom observations and interviews with 13 Iranian EFL kindergarten teachers who volunteered to participate in this study. More specifically, after initial introductory interviews with each participant, their classes were observed, and subsequently, verbal recollection interviews were conducted. Depending on the various administrative constraints at different kindergartens, each participant was observed two to four sessions, 36 sessions in total. Three major themes representing beliefs of the participants emerged from thematic analysis of the interview data. The themes included teachers’ beliefs about, first, the constraints affecting early childhood methodologies and pedagogical practices; second, the influence of English language on children’s native language, culture, and, identity; and third, the attempts required for achieving an ideal early childhood EFL instruction. As such, these results may provide potential implications for policy makers and curriculum designers responsible in this field to encourage reforms in kindergartens’ instructional, administrative, and marketing policies. 相似文献
7.
Susan V. Bennett AnnMarie Alberton Gunn Guda Gayle-Evans Estanislado S. BarreraIV Cynthia B. Leung 《Early Childhood Education Journal》2018,46(2):241-248
Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices. 相似文献
8.
汤湿祖的代表作《牡丹亭》和莎士比亚的名剧《罗密欧与朱丽叶》都出现在十六世纪九十年代,相差只有三年。两个剧本在题材流变,主题思想,人物形象,戏剧结构,戏剧冲突,悲剧风格等方面,有许多共同之处,通过对这两个剧本的对比分析,可以进一步了解汤湿祖戏曲和莎士比亚戏剧的异同,也有助于探讨东方西方古典戏剧的特点和规律。 相似文献
9.
Lukmanul Hakim 《Early Years: An International Journal of Research and Development》2018,38(3):244-257
Focus group discussions with 21 degree-qualified early childhood education teachers in South Sulawesi, Indonesia, and individual follow-up interviews with 10 volunteer participants, were conducted to investigate the teachers’ perspectives on early years professionalism. Thematic analysis of the data identified the key elements that made up the teachers’ understandings about professionalism in early childhood practice. This included the idea that the attainment of professionalism was a life-long journey towards achieving an ideal image, that of a role model, or guru. We argue that the notion of role model was a complex one that not only reflected the teachers’ aspirations to achieve ‘a better classroom’ and better pedagogical outcomes for children, but also a broader aspiration to become a better person defined through a number of attitudes – ways of thinking and being – and behaviours that were socially valued within the teachers’ community and work context. 相似文献
10.
《Early childhood research quarterly》1998,13(1):3-25
Increasingly, early childhood programs include children with disabilities and typically developing children. The purpose of this paper is to review the recent empirical literature that underlies the practice of inclusion at the early childhood level in order to provide a context for the research articles appearing in this issue of ECRQ. We first describe the definitions of inclusion, rationales for inclusive classes, and demographics of inclusive programs and staff. Using Bronfenbrenner's ecological systems theory as a conceptual framework, we review research related to variables proximal to the program (i.e., microsystem and mesosystem levels) such as classroom practices, children's social interactions, teacher beliefs, and professional collaboration. Next, we examine research associated with variables occurring more distally from the classroom program (i.e., exosystem and macrosystem levels): families' perspectives, social policy, community and culture. We conclude this review with an examination of research that illustrates the influence of variables a one level of the ecological system on those occurring at a different levels and recommend directions for future research. 相似文献
11.
Almina PARDHAN 《Frontiers of Education in China》2012,7(1):33-64
This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context. In Pakistan, there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity. Over the course of one academic year, data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study. Findings presented in this paper are based on the interview data of two teachers in the sample, a novice and an experienced teacher. Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning, taking into consideration the gender perspective. The results showed tensions in the teachers’ perceptions which contrasted between a constructivist approach and a teacher-directed skills approach. Perceptions of their practice reflected a formal, teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching. Several factors, including deep-rooted perceptions as well as curriculum structure, time, number of staff and resources, contributed to this. 相似文献
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张谦 《南京师范大学文学院学报》2011,(2):175-178
＂戏中演说＂在20世纪初的国内戏剧舞台出现,其产生除了受到时代境遇和外国演剧的双重影响,也蕴藏着中国传统戏剧观念的历史沿革。本文通过对＂戏中演说＂产生原因的考察,重估了＂戏中演说＂对中国早期文明戏的价值与影响。 相似文献
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Margaret Benson 《Journal of Early Childhood Teacher Education》2013,34(2):123-127
Abstract This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms—the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University‐affiliated center, this paper reconsidered leadership qualities in young children from the teachers’ point of view, probing the often overlooked challenges and dilemmas that young leaders present in student‐student and student‐adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study. 相似文献
14.
Rebecca Hibbin 《Pastoral Care in Education》2016,34(4):218-231
The oral re-telling of traditional tales, modelled by a storyteller and taught to children in school, can be understood as ‘non-instrumental’ practice in speaking and listening that emphasises oral language over the reading and writing of stories. While oral storytelling has significant benefits to children’s education and development, it is under-utilised within Primary Education in the UK. This interview and library-based study explores participant perceptions of oral storytelling in relation to its psychosocial effects and benefits. In addition, observation of an oral storytelling initiative provides a research context through which such perceptions are understood. The findings highlight the benefits of oral storytelling to children in relation to a complex of processes tied to the opportunities afforded by oral storytelling for self-expression, identification with story characters, empathic understanding of self and others and bi-directional communication. It is suggested that the oral retelling of pre-existing stories offers children a parsimonious yet psycho-socially complex form of Speaking and Listening practice which is as rare within the classroom as it is native to human thought and interaction. It is upon the basis of the importance of talk to learning and development that its use within education needs to be viewed, to allow more opportunities for oral language practice that supports the psychosocial development of young people in school to be encouraged and actively pursued. 相似文献
15.
Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children’s learning, especially in the areas of language and literacy. This study focuses on the introduction of a play-based approach to a Foundation classroom (first year of formal schooling) in one Catholic primary school in Victoria, Australia. Taking a qualitative approach, drawing on interpretivist theory, data collection methods included group interviews with two Foundation teachers and their Early Years Coordinator at different points during the year, and two classroom observation sessions. This paper considers some of the challenges these teachers experienced and how they interpret and make sense of their work and the consequences this has for their identities as teachers. The data highlight tensions for these teachers that relate to issues of accountability and legitimisation. 相似文献
16.
This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments. 相似文献
17.
《Africa Education Review》2013,10(2):274-287
Abstract This article draws on a larger study that examined the constructions of childhood by young children in early childhood centres. Ten boys and girls, between the ages two and four, from two early childhood centres in urban KwaZulu-Natal, participated in the study. The article explores the multiple ways in which young children use discourse and context to interpret differences around race, gender and other social identities. We draw on data produced through observations, storytelling and persona dolls to argue that, although young children reproduce multiple social realities they encounter in their daily lives, they are active subjects in constructing differences. Story telling with persona dolls provides opportunities for young children to talk about their experiences with regards to difference. 相似文献
18.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
19.
Observational studies suggest that early writing instruction rarely occurs in early childhood classrooms, despite the importance of supporting young children’s writing development. Morning Meeting Time (MMT) routine is a typically occurring large group activity in early childhood classrooms that is interactive and familiar to teachers and children. Because it is interactive, occurs daily in most preschool classrooms, and is comprised of regular routines that can easily be modified, MMT provides a meaningful context for promoting young children’s writing development. This article describes the characteristics of MMT, discusses the rationales for infusing interactive writing instruction into MMT, and provides seven research-based guidelines for adding writing to MMT in early childhood classroom environments. 相似文献
20.
《Ethnography and Education》2013,8(3):270-283
This article explores how ethnography allows for an understanding of the way children are empowered through the use of popular culture during sociodramatic play. The study discussed was conducted in an inner-city Primary school in regional New South Wales, Australia. The participants were a composite fifth-to-sixth grade class, and the research focused on dramaturgical sessions. The methods were diverse, employing an ethnographic framework, including participant observations, performance and focus groups. The findings reveal that children have a shared knowledge of popular culture that is used during drama to create and perpetuate their own subversive subculture. This process is carried out through children's bricolage of popular texts and use of carnival-like humour. Overall, the article enriches understandings of how children collectively create cultures with their peers through the use of popular culture during improvised drama sessions in the classroom. The article further discusses the associated implications of these cultural processes for pedagogy. 相似文献