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1.
Educational programs for young children emerged reasonably early in the history of the United States of America. Its theoretical
foundation was based on the thoughts and principles of various early European scholars who differed from one another in their
educational theories and how they viewed experiences that would impact on young children’s education, including their mathematics
experiences. The movements of Children’s Arithmetic, Mental Arithmetic, the infant school, and the Froebel kindergarten all
influenced mathematics in early childhood education. This article reviews the history of mathematics education in relation
to the history of early childhood education through the nineteenth century. It also discusses how research in mathematics
education attempted to gain its own identity. Throughout history, researchers have identified issues in mathematics education
and addressed them, defining the field, and generating a cadre of mathematics researchers. 相似文献
2.
Ana Schaller Lisa Oglesby Rocha David Barshinger 《Early Childhood Education Journal》2007,34(5):351-356
A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates
that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they
lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested
in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue
academic success and participate in their children’s learning. The best way to capitalize on immigrant parents’ educational
drive for their children is to partner with them—either through an intervention program or through early childhood educators’
interaction with parents—by showing them how their participation in their children’s learning through concrete activities
(such as regular mother–child conversation, daily reading, and playtime activities that teach developmental skills) may increase
their chances of achieving academic success. 相似文献
3.
Rose M. Pringle 《Journal of Science Teacher Education》2006,17(3):291-307
Investigation involving children’s understandings of scientific concepts have been a dominant area of research in science
education over the last 2 1/2 decades. One fruitful outcome of these studies is to alert teachers to difficulties in learning
science. Although this information is commendable in highlighting their existence, not much is presented on how to deal with
the alternative conceptions. It is generally believed that teachers tend to teach the way they were taught, and breaking this
cycle requires different emphasis on pedagogy in teacher education. The focus of this article is on preservice teachers’ experiences
in a science education course as they explore the importance of children’s alternative conceptions and in using such knowledge
to make decisions about teaching. 相似文献
4.
Pei Wen Tzuo 《Early Childhood Education Journal》2007,35(1):33-39
This article explores the meaning of child-centeredness in Early Childhood Education (ECE), by shedding light on the nuanced
tensions between teacher control and children’s freedom. While ECE professionals advocate the importance of children’s individual
interests and needs in education, they diverge somewhat in their perspectives about the teacher’s role in education. This
article manifests and tries to resolve this teaching dilemma through incorporating the related theories (Piaget, Vygotsky,
Dewey, and Montessori) upholding and encompassing child-centeredness. The author contends that high teacher control and high
children’s freedom are not exclusive of one another: children’s freedom is defined in an active way, as freedom to participate,
rather than in a passive way, as freedom from any constrains. The paper concludes with a metaphor of “impressionist painting”,
which may offer some insights helpful to those who have struggled with the tension between teacher control and children’s
freedom in the context of progressive and critical pedagogy. 相似文献
5.
Trevor Owens 《Cultural Studies of Science Education》2009,4(4):929-943
One of the first places children encounter science and scientists is children’s literature. Children’s books about science
and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of
Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized
resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through
analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences
within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the
scientist is still central to how they are represented in children’s literature. 相似文献
6.
Susan Lutz Klauda 《Educational Psychology Review》2009,21(4):325-363
Parent support for reading is one of the many elements that may play a role in the development and sustainment of children’s
reading motivation; to date, however, research has focused much more on the role that parents play in their preschool and
primary-grade children’s reading than in their older children’s reading. Thus, this paper examines the findings and methodology
of empirical studies concerning the ways and extent to which parent support for reading relates to the reading motivations
and habits of students in the fourth through 12th grades. The review includes discussion of extant quantitative, qualitative,
and mixed-method studies, theoretical models from the reading domain applicable to the socialization of reading practices,
and extensive recommendations for future research. The dual purpose of this review is to present a sketch of the role of parents’
in adolescents’ reading motivation based on extant work and to encourage research that will help develop this sketch into
a fuller portrait. 相似文献
7.
Liv Gjems 《Early Childhood Education Journal》2010,38(4):271-278
As a genre of talk, narratives represent important building blocks in children’s learning in many fields. The purpose of the
study presented in this article is to examine how teachers can encourage children’s learning about people’s beliefs through
narrating. Narratives play an important part in children’s learning to understand other people and how they will act according
to what they believe, think or know. This study is based on video observations of six children, 3 and 4 years old, and their
spontaneous personal narratives told to teachers over a period of 8 months. The narrative analysis revealed that in most of
the narratives the teachers were passive listeners or were concerned about the structure of events. The teachers seldom asked
questions about the children’s mental state or disagreed with the child in ways that revealed their different beliefs. Suggestions
about implications of this study are that early childhood teacher education should focus on talking with children about what
they may think or believe concerning narrated events, and also reveal what they think and believe themselves. 相似文献
8.
Zeynep Isik-Ercan 《Early Childhood Education Journal》2010,38(2):133-142
This retrospective study is an in-depth investigation of the perspectives of Turkish immigrant parents on their children’s
early schooling in the United States (PreK-3). It specifically explores how these parents connect with or are disconnected
from school culture, and how their socio-cultural understanding of education and teachers influence their relationships with
schools. Using a qualitative research design, data were collected through in-depth interviews with 18 parents from 10 families.
Findings suggest that Turkish parents negotiated the ways curriculum and instruction is constructed in American schools—such
as their assumptions about the lack of academic rigor—while they also embraced sound pedagogies the teachers practiced. Through
their experiences with schooling in the United States, Turkish parents reconsidered their sociocultural perspectives on the
role of the teacher in their children’s lives based on their experiences with their children’s teachers. The parents also
reported their challenges in understanding school culture and curriculum, and described how they negotiated their access to
the school culture. The results indicate the need for a stronger partnership between home and school. Teachers could support
parents in their struggle to access to the culture of schooling by establishing an eagerness for communication and a reciprocal
personal connection with families, who already socioculturally assume the teacher’s role as part of family. 相似文献
9.
Nadjwa E. L. Norton 《The Urban Review》2006,38(4):313-334
Children in public schools challenge people’s conceptions of them by talking about their spiritualities and spiritual practices. Based on a one-year multicultural feminist critical narrative inquiry, this article examines how Black and Latina/o first grade children co-researchers interview family members to think about their beliefs, encourage others, and to acquire more spiritual knowledge. I provide three counterstories in which children choose a mother, an older sister, and a younger brother to interview. These counterstories demonstrate children’s diverse literacies and spiritual practices, and families’ involvement in children’s lives. I discuss implications for educational practices in support of Black and Latina/o children and their families. I highlight ways pedagogical practices can be critiqued and transformed in order to better support children.Dr. Nadjwa E. L. Norton is an Assistant Professor in the Literacy Department at City College, CUNY. Her scholarship focuses on multiple literacies practices, spirituality, teacher education, equity-oriented multicultural education, and collaborative qualitative research designs. Address correspondence to Dr. Nadjwa E. L. Norton, Department of Literacy NAC 6/207, The City College of New York, 138th Street & Convent Avenue, New York, NY 10031, USA; e-mail: nnorton@ccny.cuny.edu. 相似文献
10.
This article demonstrates evidence-based practice that integrates movement education with children’s literature, in order
to promote cooperation among Bengali kindergarteners, from an urban public school in Midwestern USA. First, the authors argue
the need for this integration based on limitations of previous scholarship. Second, authors present their developmentally
and culturally appropriate conceptual framework based on Bhavnagri and Samuel’s research, along with the theory of cooperation
and schema development. Third, children’s understanding of cooperation concepts (helping, turn taking, sharing, dividing labor,
negotiating, coordinating, exchanging information, and perspective taking) embedded in literature are analyzed. Concomitantly,
children demonstrated same cooperation sub-skills during four movement activities related to the stories. Fourth, authors
reflect that cooperation was successful because activities met Johnson and Johnson’s guidelines of high social interactions,
high emotional involvement, and effective communication. Finally, the authors recommend that integration of cooperation and
movement education is beneficial for educational programs in diverse settings. 相似文献
11.
Ni Chang 《Early Childhood Education Journal》2012,40(3):187-193
It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known
that children’s drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for
teachers to incorporate children’s drawings into building science concepts. To demonstrate how drawings are utilized to help
a child to acquire a science concept, the article first presents a vignette of an interaction between an adult and a 5-year-old
boy, focusing on the science concept of the physical characteristics of a spider. It is then followed by several analytical
explanations of how drawings build children’s understandings. Not only are the introduced strategies useful for one-on-one
interactive communication, but also applicable to a small group of young children. The article ends with the specifics of
how these strategies were applied to a group of four children in their acquisition of the science concept of the water cycle. 相似文献
12.
Inclusive education inherently involves the inclusion of all citizens in a democratic society. Based on this view, questions
emerge with respect to equality and integration in educational systems. Although inclusion should be viewed as a requirement
in a democratic society, along with the integration in schools of students from different social groups, the concept rarely
becomes reality, despite its frequent acceptance in discourse. This article analyzes mechanisms that inhibit agreement on
how equality and inclusion can be put into practice in education, taking as an example the case of Chile. One inhibitor is
a lack of in-depth discussions about the major tendencies prevailing in contemporary educational systems. In addition, three
types of segregation are linked to children’s exclusion from schools: charges for educational services, schools’ selection
processes and the use of economic incentives. Finally, the article presents possible consequences of two pedagogical orientations:
towards autonomous schools and flexible curriculum. 相似文献
13.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2009,37(2):127-135
This article describes an innovative practice in family involvement developed by one early care and education center engaged
in professional development. The Hopes and Dreams Project documented family involvement in children’s lives and education
through the pairing of pictures and narratives about their lives, histories, priorities, goals, and responsibilities with
the school community. Narrative inquiry was a powerful method for increasing understanding of complexity of family involvement.
Findings showed that families’ priorities in forming partnerships included the importance in belonging to the community, being
involved in their children’s lives and education, experiencing diversity, and experiences in childhood for children’s futures.
This research supports the importance of redefining family partnerships in early care and education in a manner that is inclusive
of family values and priorities. The implications are that early care and education providers have an important role in developing
and defining involvement practices that empower families and educate professionals. 相似文献
14.
Coosje van der Pol 《Children‘s Literature in Education》2012,43(1):93-106
This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds,
who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s
implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more
practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children,
provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation
guides,” which help probe children’s understanding of such story features as character and irony. 相似文献
15.
Lisa Simon 《The Urban Review》2010,42(4):296-315
There is wide recognition that children’s lives are directly affected by inequitable practices in relation to aspects of identity
such as gender, ethnicity, class, and citizenship. Yet, despite this acknowledgement, few scholars have explored how children
are challenging inequities. This examination of the actions and stories of one-nine-year-old female addresses that silence.
Data analysis illustrates the ways in which she was enacting social activist tenets. Also illuminated are the hurdles inherent
to adult recognition of children’s activism. These findings underline the problematic role that deficit framings of children
play in our understanding of their perspectives and capabilities. 相似文献
16.
This article explores how children can learn about environmental sciences through place-based education and children’s literature.
Recent studies suggest that there is a lack of environmental science knowledge among citizens of all ages. Scholars and educators
recommend introducing young children to the places in which they live to create an impact on how they will view and respect
the natural world as adults. Selection and use of developmentally appropriate and scientifically accurate literature can be
an effective tool to help children understand their place in and connections to the natural world. Guidelines for selecting
place-based literature are presented using the Midwest United States as an example. Twelve children’s books are recommended
and reviewed. 相似文献
17.
18.
Chronoula Voutsina 《Educational Studies in Mathematics》2012,79(2):193-214
This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition
task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall
problem solving approach. Combining qualitative case study with a micro-genetic approach, clinical interviews were conducted
with ten 5–6-year-old children. The aim was to document how children combine knowledge of addition facts, calculation procedures
and arithmetic concepts when solving a multiple-step task and how children’s application of different types of knowledge and
overall solving approach changes and develops when children engage with solving the task in a series of problem solving sessions.
The study documents children’s pathways towards developing a more effective and systematic approach to multiple-step tasks
through different phases of their problem solving behaviour. The analysis of changes in children’s overt behaviour reveals
a dynamic interplay between children’s developing representation of the task, their improved procedures and gradually their
more explicit grasp of the conceptual aspects of their strategy. The findings provide new evidence that supports aspects of
the “iterative model” hypothesis of the interaction between procedural and conceptual knowledge and highlight the need for
educational approaches and tasks that encourage and trigger the interplay of different types of knowledge in young children’s
arithmetic problem solving. 相似文献
19.
Daniel A. Kelin II 《Early Childhood Education Journal》2007,35(3):277-284
This article examines how drama education strategies enrich children’s understanding and excitement of a story before they
read, preparing them for a deeper exploration and appreciation of the story. Following a book’s basic storyline, drama strategies
guide children through an honest, spontaneous enactment of a story’s key events without slavishly recreating them. Children
become engaged in a character’s plight by making it their own, facing each situation with a similar sense of surprise and
excitement. Afterwards, the children have a rich, parallel experience from which they then approach reading the book. 相似文献
20.
This article describes an integrated art and early literacy project entitled, ‘Picture Partners’. The main purpose of the
project was to explore how young children create and express meaning through art. Children’s responses, both written and spoken,
were included because accompanying modes of expression expand the nature and content of their drawings and inform teachers
about children’s intentions and processes of thinking. A secondary purpose was to investigate how children use illustrations
from familiar picture books as models for their own creations and whether children’s responses to stories might be enhanced
through their collaboration with peers. Partnerships were formed and participants worked in close proximity as they drew pictures
in response to a teacher directed prompt. Using qualitative, interpretative analysis, a small subset of drawings produced
by kindergarten and first grade children was examined. The results revealed that the process of drawing was influenced by
illustrations in picturebooks, peer interactions, and the artwork of partners in close proximity. The shift in emphasis away
from the interpretations of visual realism in children’s drawings towards their own purposes allowed readers to focus on the
way drawings represent meaning within children’s socio-cultural worlds. 相似文献