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1.
In this article, Anthony Feiler, senior lecturer in the Graduate School of Education at the University of Bristol, and Elaine Logan, lecturer in early years education at the City of Bristol College, present a case study of a child who made strong progress with literacy during his first year at school. The child and his family participated in the Literacy Early Action Project (LEAP), a home-visiting scheme for children judged by school staff to be at risk of struggling with literacy. A teaching assistant made weekly home visits during the year and developed literacy support activities with the child's mother and grandparents. Five key factors underpinning the child's progress are identified here: the flexibility in the teaching assistant's approach that enabled extended family members to become engaged in literacy support; the teaching assistant's sensitivity to family culture; the playful approach to learning adopted by the teaching assistant; putting the child at the centre of the intervention; and the existence of a school culture that strongly promoted involvement for parents. Anthony Feiler and Elaine Logan conclude that teaching assistants in the UK might be given more scope to develop support strategies for early childhood education that involve collaborative work with parents.  相似文献   

2.
《Support for Learning》2006,21(3):115-120
Elaine Logan and Anthony Feiler discuss findings from the Literacy Early Action Project, a home based scheme for Reception children at risk of struggling with literacy. During the project, Teaching Assistants (TAs) made regular visits to children's homes, sharing ideas for literacy learning with parents and other family members. The article concludes that TAs are exceptionally well positioned to take on innovative roles, developing links between home and school.  相似文献   

3.
Intervening early when young children experience difficulties with literacy has been highlighted strongly in recent international research, particularly for children from families who live in areas marked by poverty. This study, based in two schools, was designed to support four children judged to be most at risk of struggling with literacy through the provision of weekly home visits (and some extra support in class) during their first year at school. The evidence that the children benefited from this form of intervention is discussed, and it is suggested that the home visiting intervention framework adopted in this study is useful for helping ‘difficult to reach’ families.  相似文献   

4.
Threats to the inclusive movement   总被引：1，自引：0，他引：1  
Anthony Feiler, senior lecturer in special needs, and Howard Gibson, senior lecturer in language and literature (both at Bath Spa University College),suggest that within the field of special educational needs the movement towards inclusion is endangered. Four key threats are explored: the lack of precisionin definitions of inclusion; the lack of research evidence; the tendency for some children to experience what is termed 'internal exclusion' inschools; and the continuing inclination to label children (as an example of labelling the media's presentation of the term dyslexia is examined). Theauthors argue that if inclusion is to take hold in schools more attention needs to be paid to these threats.  相似文献   

5.
ABSTRACT

Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.  相似文献   

6.
‘Art Now in the Classroom’, was a joint venture between Goldsmiths College Education Department, Tate Modern and six Primary Schools in and around the London area (Sandhurst, Pilgrim's Way, Hawesdown, Hawkesmoore, Lauriston and Myatt Garden.) It ran from September to November 2000, beginning initially with the placement of two Goldsmiths students at each school then continuing with school visits to Tate Modern, and four Fridays spent working in the classroom, culminating in an exhibition at Tate Modern where the children from all six primary schools got to see their own work publicly displayed. This paper is an account of the work produced by the children from Sandhurst Primary School and an assessment of both the educational opportunities it provided for the primary classes involved and for the Goldsmiths students involved. The aims of the project were to demonstrate effective ways to work collaboratively with contemporary art, to support the development of teaching strategies at KS2 and KS3 and to offer possible approaches for working with contemporary material in the classroom.  相似文献   

7.
Abstract

This research analyses the impact of home practices, sociodemographic variables (family income and parents’ education) and attendance at a formal education programme prior to the development of early literacy skills of 240 children (four years old) from rural and urban disadvantaged families starting nursery school in Chile. The results show that the development of literacy skills was higher in urban children. In rural areas, family practices (words games) and family income had the most predictive weight on the performance of children and no differences were found between those who attended a prior educational programme and those who remained at home; while in urban areas, programme attendance had the highest impact, so that children who remained at home attained a lower developmental level, similar to those of rural areas. The implications of these findings for educational practice and policy are discussed.  相似文献   

8.
This article focuses upon the role of the peripatetic pre-school teacher for children who have special educational needs. It explores the key issues involved in home-based teaching; the importance of developing meaningful partnerships with parents; early intervention; and the significance of play in promoting learning for young children. The research that informs this article is concerned with the possibility of teaching science to pre-school children with special educational needs. The author, Andrea Bennington, was herself an early years special educational needs inclusion teacher when she undertook the work described here. She is now an advisory teacher for children with physical disabilities. In this example of practitioner research, key scientific concepts are discussed in the context of intervention through play carried out in the home setting. The work focuses on the responses of six children to a sequence of six 'experiments' carried out through a period of teaching. Andrea Bennington asks whether science activities can be used to promote the learning experiences of pre-school children who have special educational needs and, therefore, their inclusion in teaching and learning situations.  相似文献   

9.
The purpose of this article is to investigate major determinants of participation in adult education. Specifically, a direct measure of literacy skills available in the International Adult Literacy Survey is included. Interpreted as a measure of human capital, it is expected that literacy skills are at least as important a predictor of participation in adult education and training as educational attainment. The findings however do not support this expectation. Instead educational attainment remains the most important factor predicting participation in adult education and training. The models in this article are based on the idea that readiness to learn is formed early in life and further developed through educational and work experiences. Factors that are hypothesised to influence participation in adult education and training are separated into factors associated with the long arm of the family and the long arm of the job. The findings indicate the long arm of the family plays an important role, which supports early intervention, especially during the formal schooling years. The results also highlight the strong link between the use of literacy skills at work and participation in adult education and training.  相似文献   

10.
The Equality Act 2010 further enshrines the duties on organisations set out in the Disability Discrimination Act 2005 to safeguard the rights of vulnerable children. However, disability is a complex phenomenon, which makes the collection of data, and the subsequent identification of children who might be classed as disabled, problematic. This article, written by Dr Jill Porter, Director of Studies for research students at the Department of Education, University of Bath, Professor Harry Daniels, Director of The Centre for Socio‐cultural and Activity Theory Research, University of Bath, Dr Anthony Feiler, Reader in Education at the University of Bristol, and Dr Jan Georgeson, Research Fellow at the University of Plymouth, explores the findings of a nationwide survey with questions about multiple indicators of disability. The authors argue that methods for collecting disability data need to reflect the uncertainties surrounding the relationship between neurological conditions, their expression and the socially mediated nature of the impact of disability. In exploring the data the authors note that families have different expectations of their children and of family life and, as a result, the presence of an impairment has a differential impact; this argues, the authors suggest, for the need for parents' views to be privileged in the collection of disability data.  相似文献   

11.
This work describes a survey conducted in Syros Island in Greece. The intention was to ascertain kindergarten teachers' perceptions about early literacy and the skills and knowledge they consider as important for pre‐school aged children. The participants were all the kindergarten teachers of the island (N = 19) and the data were collected during a workshop where three groups tried to make a conceptual map of ‘literacy’. The results show that, overall, kindergarten teachers adopt a very broad definition of literacy as communication ability but restrict their practices to phonics instruction. Because this attitude differs significantly from the provisions of the official curriculum, which is based on emergent literacy perspective, it is obvious that due to the lack of specialised education and support the participants prefer a hidden curriculum, which is based on the assumption that mere acquaintance with graphophonemic relations is enough for the initial level of education. The findings of this research show that teachers lack awareness of recent research and pedagogy concerning early literacy development and demonstrate the urgent need for development of specialised educational programmes for in‐service kindergarten teachers.  相似文献   

12.
The use of touch screen tablets by young children is increasing in the home and in early childhood settings. The simple tactile interface and finger-based operating features of tablets may facilitate preschoolers’ use of tablet application software and support their educational development in domains such as literacy. This article reviews current findings on using touch screen tablets in supporting early literacy development within a theoretical framework. The evidence suggests that tablets have the potential to enhance children’s emergent literacy skills (e.g., alphabet knowledge, print concepts, and emergent writing). However, the optimal use of tablets for early literacy learning may be dependent upon the type of scaffolding used by parent or teacher and the availability and quality of literacy tablet applications. Practical implications and suggestions for future research are discussed.  相似文献   

13.
Research into professional decision-making indicates that judgements tend not to be made on a rational, systematic basis, but are often formed rapidly and intuitively from a limited set of cues. This study addresses the issue of whether and how teachers assess the literacy competencies of young children prior to starting formal schooling in a UK context. Seven Reception teachers from four primary schools were asked to make literacy predictions for the incoming cohort of children aged 4 to 5 years. Data are presented based on interviews with the teachers, completion of baseline literacy assessments, and the scrutiny of daily reading records. The study explores the factors which influence teacher predictions for 30 children, including 17 for whom literacy success was predicted and 13 for whom literacy difficulties were anticipated. The study shows that teachers do indeed form early judgements about children based on pragmatic factors, with a strong link between teacher predictions and families' socioeconomic status. Importantly, initial representations of children as 'likely to fail' tend to become more permanent over time, whilst teachers are also inclined to provide less support for children expected to perform poorly. Implications for professionals are discussed in relation to the Code of Practice for identifying children with special educational needs and new guidelines for baseline assessment of children at school entry recently issued to UK headteachers.  相似文献   

14.
Cathy Nutbrown 《Literacy》1999,33(1):33-40
Literacy and the assessment of literacy dominate current educational and political discussion with claims about falling standards (Gorman and Fernandes 1992), and effective remedies (Brookes et al 1996, Sylva and Hurry 1995). But answers to the question of how best to assess early literacy will depend on the purpose for which assessments are carried out. This paper is particularly concerned with assessment of literacy of children aged 3–5 years. There seems to be a growing acceptance that tests provide an answer to the problem of assessment but many tests are flawed due to a lack of authenticity in the tasks they ask children to respond to. This paper discusses the characteristics of three main purposes in early literacy assessment: teaching, management and research, and concludes that clarity of purpose is crucial if assessment of early literacy is to be properly understood, and if future assessment instruments are to be authentic.  相似文献   

15.
In this paper we examine contrasting concepts of literacy in relation to the rehabilitation of offenders under supervision by the probation service. One approach, derived from a linguistic or code-based perspective, delimits literacy to acquiring minimal routines and procedures to function in mainstream society in order to avoid further failure. Critical literacy, in contrast, derived from a socio-cultural perspective, highlights the importance of acquiring literacy as an active, context-grounded process, through which individuals take personal control for accessing wider social, educational and economic opportunities. Arguably, literacy is a fundamental component of any rehabilitation process for offenders and there is evidence that involvement in literacy programmes reduces recidivism, enables offenders to achieve better family relationships, higher levels of self-control and self-esteem, whilst also promoting a sense of social responsibility and inclusion in society. Data are reported from a survey conducted in England and Wales as part of a Home Office commissioned research project which surveyed literacy provision in 53 out of the 55 probation services, with 13 of these subjectedto more intensiveresearch through site visits.The paper focuses on how probation services perceive the literacy needs of offenders under supervision, and how this informs processes of assessment and intervention, including priorities given to literacy work. The objective of the research was to recommend practices, procedures or partnerships which allow for an effective response to offenders' literacy needs within the service's statutory role. The findings indicate that the provision of literacy assessment and support is unsystematic, with very wide variations in practice nationally, both between and within services. Conflicting perspectives are highlighted on how literacy should be defined and taught, which in turn reflect underlying ambivalence about the role of probation officers as either punitive or preventative. Recommendations are made for policy development and changes in probation service practice.  相似文献   

16.
New emphasis on emergent literacy and whole language approaches allows early childhood professionals more flexibility in responding to and supporting a family's definition of literacy. This article offers three keys to becoming sensitive family-literacy advocates in early childhood programs. Recognizing that family literacy is highly individualized and providing nonjudgmental and confidential support are crucial. The strengths and abilities of children and families, regardless of their current literacy level or educational priorities, are emphasized.  相似文献   

17.
This paper considers the challenges that confront teachers wishing to develop literacy skills in children with complex needs and the issues which face those wishing to research this area. The article is based upon work undertaken by the authors in the United Kingdom into the use of the Moon tactile code to provide access to literacy for children who are blind and who have additional disabilities. Moon has become established as an option for developing the literacy of children who are blind in the UK and it has been estimated that around 100 children are using Moon in their schoolwork. A general overview of the use of Moon by children in the UK is reported upon in McCall and McLinden (2001) and a full report of the Moon research project and its outcomes can be found in McCall (2000). Here the authors reflect on some of the challenges that have emerged during their 10 years of investigation in this area. The reflections are presented under four broad headings: "Resourcing Literacy," "Defining the Population," "Defining Literacy," and "Evaluating Literacy." Each of these headings represents a cluster of issues that the authors consider that those with an interest in the development of literacy for children with complex educational needs will need to address.  相似文献   

18.
Evelyn Arizpe 《Literacy》2001,35(3):115-119
Since the introduction of the term ‘visual literacy’ at the end of the 1960s, the debate about its meaning and uses has paralleled that of the term ‘literacy’. These debates have resulted in a theoretical move from a consideration of literacy as a mechanical act in which the subject is a passive decoder of the most superficial meaning of a text, to the idea of literacies as meaning‐making practices in which the social subject actively involves previous knowledge of self and of the world. In practice however, this move has usually not been taken into account in the world of education where literacy is usually seen as the functional basis of the curriculum and visual literacy skills are virtually neglected – despite the fact that never before have children been surrounded by so much visual information. This article describes part of a study of children’s responses to picturebooks which aimed to learn how visual literacy can expand children’s cognitive abilities and enhance their wonder and enjoyment of such complex texts. The work here focuses on responses to The Tunnel by Anthony Browne by children of different ages and from different schools. All of them showed deep intellectual and emotional engagement with the visual narrative.  相似文献   

19.
This article reviews the authors' findings regarding the electronic book's (e-book's) support of emergent reading among kindergarten-aged children at-risk for reading difficulties. All the studies involved use of educational e-books specially designed by the authors to promote literacy among young children in the 5–6 age group. The review focuses on the e-book's contribution to vocabulary acquisition, phonological awareness, concept about print, as well as story comprehension among two groups of kindergartners exhibiting difficulties in language development and emergent literacy: (a) children at-risk for learning disabilities and (b) children from low socioeconomic backgrounds. Overall, both groups of children were found to improve vocabulary and phonological awareness following e-book activity in different contexts. These results indicate the e-book's efficacy as an educational tool in heterogeneous classrooms.  相似文献   

20.
ABSTRACT

This study aimed to investigate the characteristics of early literacy beliefs held by early childhood education and care (ECEC) teachers in Japan by developing a novel scale. We believed that overviewing ECEC teachers’ beliefs about early literacy from ecological perspectives would contribute to understanding the underlying factors influencing the quality of early literacy instruction and involvement in ECEC. To this end, 349 ECEC and 45 primary school teachers were asked to complete a two-part questionnaire dealing with (1) ECEC teachers’ literacy beliefs and (2) teachers’ general pedagogical beliefs. Exploratory factor analysis extracted three sub-categories of literacy belief – Direct instruction, Natural development, and Social interaction – and two sub-categories of general pedagogical belief – Adult-centred and Child-centred – and the relations between these sub-categories and background factors were then discussed. The results implied that considering the ecological perspectives of ECEC teachers affords a better understanding of effective practices to facilitate the early literacy experiences of young children in ECEC settings beyond differences in their educational tradition concerning early literacy. These perspectives include the influence of the educational tradition in each region, how ECEC teachers differ from primary school teachers, and the values shared by a particular ECEC facility.  相似文献   

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