首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 62 毫秒
1.
ABSTRACT

Primary education is compulsory around the world. This means that around age 5 or 6, millions of children worldwide transition from home or preschool/kindergarten settings into primary school, with the success of this transition shaping school and life trajectories for years to come. Both developmental and environmental factors during early childhood spur tremendous change in children’s executive function (EF), a multi-component process fundamental to self-regulation and overall achievement. Successful self-regulation means that children can master their attention, emotions, and behaviors as they navigate public social spaces including the classroom and playground. Adaptive development of EF and self-regulation are critical, because primary school comes with heightened expectations for children to manage themselves effectively. In this special section of 4 articles that collectively span preschool through 5th grade, we take an integrative, whole-child approach to studying children’s regulatory processes and schooling outcomes. Special section authors explored conceptual frameworks, measurement approaches, and empirical research on the motor and behavioral aspects of self-regulation and their contributions to educational outcomes. Article themes include the importance of precise and nuanced measurement of regulatory processes in addition to academic skills; in-school and out-of-school time as unique contexts for development; multiple interrelated developmental domains important for EF and self-regulation, including visuo-spatial and visuo-motor skills; and the need to synthesize research on EF and self-regulation across developmental domains for efficacious application and interventions. In taking an integrative, whole-child approach to the study of self-regulation and schooling outcomes, these articles represent research that are important parts of the whole.  相似文献   

2.
Jo Boyden 《Compare》2013,43(5):580-600
This article examines the association between formal education, social mobility and independent child migration in Ethiopia, India (Andhra Pradesh), Peru and Vietnam and draws on data from Young Lives, a longitudinal study of childhood poverty and schooling. It argues that among resource-poor populations, child migration sustains kin relations across generations and households and also facilitates children’s progression through the life-course, thus it is fundamental to social reproduction. It reasons that formal education has greatly amplified this trend. Schooling has acquired symbolic value as the prime means of escaping household poverty and realising ambitions for social mobility. As such, elevated educational aspirations combine with systems shortcomings to stimulate school selection, school transfer and school-related child migration. The article concludes by examining the implications for children, for social reproduction and for policy.  相似文献   

3.
孙中山有着我国传统教育与近代西式教育两种背景,他对我国教育的改革和发展终生关注。他认为教育不平等是晚清社会人权不平等的突出表现,强调受教育是国民的基本权利;主张国家推行普及、免费的基础教育;指出教育要培养现代国民,为民主社会建设服务。受教育者亦应抛弃官本位思想;他还主张应尊重学生的主体性地位,要重视他们的兴趣与体悟。民主性是孙中山教育思想的鲜明特征。  相似文献   

4.
This article examines petitions submitted to the Egyptian state by students and parents over the span of a century. These sources reveal that Egyptians from across the economic spectrum were shifting their construction of schooling in response to changing political and educational policies and evolving conceptions of educational need. Over the course of the nineteenth and early twentieth centuries, parents and students were increasingly appealing to discourses concerning education, girls’ schooling and nationalism as a way to frame their personal pursuits as an extension of national advancement. As a result, petitioners saw education not as a matter of charity or luxury, but rather as a fundamental way to prevent ‘losing’ a brighter future. Ultimately, this shift in the concept of educational need underwrote the development of mass educational systems of the twentieth century as a cornerstone of the relationship between even the poorest of citizens and the Egyptian state.  相似文献   

5.
While the importance of early childhood education is well documented, scant attention is afforded to the access to institutions for early childhood education. Uneven distribution of institutions for early childhood education in segregated metropolitan areas can cause inequality of educational opportunity. By using the Geographic Information System tools, this paper investigates the extent to which both demand and supply in early childhood education is geographically balanced across Seoul, Korea. The analysis finds that kindergartens and daycare centres authorised by the government are evenly distributed across Seoul according to the demand. Yet, market-oriented English kindergartens are disproportionately concentrated in the southern areas of Seoul where families with higher income levels are clustered. These findings suggest that because market-driven institutions for early childhood education are not uniformly distributed corresponding to the demand, home residence according to parents’ income and occupation creates a type of educational inequality.  相似文献   

6.
In this article, special attention is paid to psychologists’ experiences of learning trajectories in educational counseling. The data consists of two case studies. They were selected from a total of 15 interviews with psychologists conducted as part of a research project on ‘Changing Practices in Educational Psychological Practice (CPEPP) in Denmark’. The article analyses learning trajectories along what we refer to as the clinical versus the educational track in educational psychological practice. Learning trajectories are examples of how individuals combine and connect learning across both time and different places of work, formal education and further education. The clinical and the educational learning trajectories are analysed in relation to the psychologists’ previous educational and present work experience within a context of very substantial organizational change. A general theme of the article is therefore that learning should be analysed over (1) time, past–present–future over the course of a person's life; and (2) place, across contexts of activity and communities of practice with different and overlapping goals, values and rules. In this respect continued learning entails negotiating and coming to terms with a professional identity across time and space.  相似文献   

7.
We use the genetic risk exclusively related to body mass index as an instrumental variable to examine the causal effects of childhood obesity on educational achievements. We find that childhood obesity decreases high school GPA by 0.92 grade points (33.0%), GPAs of different subjects by 0.72–1.11 grade points (21.7–42.6%), the probability of college enrollment by 0.37, the probability of college completion by 0.65, and years of schooling by 2.19 years (14.8%). Additionally, we explore potential underlying mechanisms through which childhood obesity adversely influences educational outcomes. Our results indicate that childhood obesity does not have a statistically significant influence on cognitive abilities. Nevertheless, it negatively affects educational achievements via health factors (overall health status, health-damaging behaviors, and psychological well-being), school absenteeism and aggression, college aspirations and expectations, and family dynamics. This research provides evidence that childhood obesity can hinder children's educational progress, potentially affecting adult outcomes and exacerbating economic inequality.  相似文献   

8.
Abstract

This article examines cultural representations of the mid-twentieth century mother of schoolchildren in a mass-circulation Australian women’s magazine, arguing that schools and schooling have been under-acknowledged in the historiography of mothering, despite their importance in shaping modern childhood and family life. Framing the Australian Women’s Weekly as a medium of public instruction, we identify and analyse its advice about schooling, both direct and implied, across a variety of the magazine’s sections: in illustrations, news, feature articles, advertising, letters and advice columns. This advice was informed by the popular dissemination of medical, psychological and educational expertise, by managed exchanges amongst the magazine’s readers and by the availability of a variety of consumer products. Much of the guidance offered to mothers was aspirational, aimed at educating and thereby modernising the readership. The interconnectedness of advertising and editorial produced visual and textual images of an “educational home” in which children had their learning supported or enriched, just as their bodies were capably fed and clothed. By the 1950s there was an increasing emphasis on interpersonal relations and therapeutic psychology and the Weekly had embarked on a project of encouraging mothers to learn more about schooling, to do more to support their children’s learning and to take an interest in education as a social project. Despite her strong and growing connection to the school through her children, however, the school mother was almost always represented as working outside its physical boundaries during this period.  相似文献   

9.
Drawing on ESRC‐funded research (RES‐000–22–0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men’s early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo‐liberalism. Drawing on feminist critique, I pay attention to the men’s self‐regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men’s identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.  相似文献   

10.
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools—a position that many girls came to ‘regret’. We illustrate how the girls’ attempts at resistance and transgression were constrained by gender‐ and class‐based discourses around moral worth, as girls struggled to be recognized as ‘good underneath’ and attempted to ‘change’ over the course of the project and their final year/s of schooling (to ‘become good’). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject.  相似文献   

11.
This paper aims to study the various forms of education to be found amongst the Kisongo Maasai, a pastoral population in Tanzania, both in their own right and in terms of what their encounter with one another implies. The late and rather limited development of schooling in that remote area and educational policies, as well as the pastoral way of life of this population, combine to produce a low rate of schooling: around 33% of children enrolled in primary schools versus a national rate that was twice as high in the 1990s. Few of these pupils go on to secondary schooling. The paper attempts to show the impact of primary schooling on educational practices and, more generally, on the Maasai way of life. Although they coexist side by side to a large extent, formal schooling and ‘traditional’ education—offering conflicting forms of knowledge that are conveyed in widely different fashions—usually tend to be in competition with each other, especially when it comes to pastoral education. Whereas in school all pupils are given the same instruction in a single classroom, in their communities young Maasai receive distinct kinds of education from different persons and in different places, depending on gender and age. Education for girls, non-circumcised boys and warriors is therefore orientated towards domestic labour, pastoral activities and practices associated with warriorhood. After highlighting the dynamics of interaction amongst the various forms of education, the paper focuses on Maasai perceptions of school and on the various educational strategies such perceptions generate.  相似文献   

12.
This study investigated whether mothers’ measured reading proficiency and their educational level predict, over and above each other, their children’s receptive vocabulary and reading proficiency when confounding factors of speaking a minority language, ethnicity, number of children in the family, and marital and employment status are controlled. The sample included 155 children (aged 3–5 years) and their mothers (aged 20–44 years) of low income and low educational background from Western Canada. Findings support the conclusion that maternal reading level predicts both their children’s receptive vocabulary and reading proficiency prior to schooling after maternal education is taken into account. The findings also show, after the effects of maternal reading ability are removed, maternal education predicts their children’s reading ability prior to school but not their receptive vocabulary proficiency. Thus, maternal reading proficiency and maternal education appear not to serve as proxies for each other, and the use of both variables should be used in studies where children’s reading and receptive vocabulary proficiency are dependent measures. Early childhood educators dedicated to the improvement of the language and literacy levels of children in their care may consider the implementation of programs that focus on improving mothers’ reading proficiency whereby their children’s levels also improve. Early childhood education is the prime time to provide a richer and more fruitful approach to reduce the persistent knowledge gap of children from low-income and low-educational background families.  相似文献   

13.
Our study sought to understand changes in gender inequality in education across four generations of rural Chinese women's educational experiences in a small community in southern China. The 24 interviews and numerous informal conversations with 12 women showed that gender-based favouritism for men and against women undergirded family expectations, support, and decisions about women's formal education, but this manifested in different ways over generations. It appeared as strict gender division of labour within families, control, or ignorance of women's access to schooling, participants' emotional trauma, lower expectations of daughters' schoolwork, and gender-discriminating language in schools.  相似文献   

14.
Despite progress toward gender equality in education in Bangladesh, its female labor force participation (FLFP) rate has been stagnant relative to that of men, especially in marginal rural areas. To identify the overall benefit of schooling investment in women in rural Bangladesh, we examine the impact of female educational attainment on not only FLFP but also gains from marriage and household welfare. Applying a fuzzy regression discontinuity design where plausibly exogenous variation in school enrollment is created by the nationwide stipend program for women, we find moderate impacts of female education on FLFP, while female with higher education are more likely to marry more educated husbands who generate higher household income, particularly from non-farm activities. The results also show the significantly positive impacts of women’s education on sanitation control and children’s health. These findings indicate that female schooling enhances women’s role and well-being through marriage and household activities rather than their labor market activities.  相似文献   

15.
We go beyond previous studies of vertical inequality in Ethiopia, by investigating ethnic group-based, or horizontal, educational inequality. Currently, there are no known studies of differential schooling patterns across cultural groups in Ethiopia. The research draws on the Young Lives prospective longitudinal study of 929 children in later childhood. We investigate the extent to which ethnic group differences in schooling participation and progression can be explained by individual differences in socio-economic status. The findings show that poor educational participation and progression remain challenges for certain minority ethnic groups. Household wealth helps to explain the effect of ethnicity on educational outcomes. However, it cannot fully account for the ethnic gap. We conclude that conventional research, which emphasizes addressing individual differences in educational outcomes, or vertical inequalities, may downplay the role of cultural group-based inequalities in children's opportunities to learn.  相似文献   

16.
In Germany, the main datasets available for addressing empirical educational research questions are cross-sectional data, which are often supplemented by state-specific or group-specific longitudinal surveys. The latter are usually focused on specific transitions in the educational system. The challenge of an approach to educational research that takes the perspective of life-course theory, however, lies in analyzing educational and competency development across the entire life span and the dependence of these processes on institutional and individual environment contexts. The present paper shows the opportunities that the Socio-Economic Panel (SOEP), a household and individual survey now running for over 25 years, offers for empirical educational research aimed at confronting such research challenges. In addition to outlining the available educational information and methodological innovations in the SOEP’s education-related survey program, we also describe the survey’s comparative strengths, particularly for educational analyses stretching ‘from the cradle to the grave’ and dealing with intergenerational and familial contexts.  相似文献   

17.
Based on biographical interviews from a three-generation study in Norway, this article examines the place of the contemporary ‘gap year’ within life course transition trajectories and intergenerational relations embedded in wider patterns of social inequality. Under the heading of taking a gap year, young people on academic transition trajectories are often granted a time out after upper secondary, during which they can recuperate from competitive school experiences and resolve uncertainties about which type of higher education to pursue. For those following vocational transition trajectories, in contrast, a gap year appears irrelevant and out of the question. The timing of their educational decisions in the life course does not coincide with arrangements for a legitimate break. Whereas a gap year before university may be seen as understandable and even beneficial, a person taking a break before or during vocational education is more likely to be described as a ‘dropout’ or an ‘early school leaver’. Based on empirical analysis, the article discusses similarities and differences between contemporary gap years in Norway and what Erik Erikson described as the institutional moratorium. Young people’s access to the moratorium of a gap year appears to be a privilege unequally distributed in the population.  相似文献   

18.
韩国幼儿教育呈现出“教育预算重点倾斜、私立园是主要承担者、师资性别比例均衡”的发展格局。依循“国家负责”的立法理念,韩国幼儿教育的法律规制,重在确立政府的组织、保障与监管职责,保障幼儿的受教育权与隐私权,确立教师法律身份及其权益保障制度,形成家庭教育与幼儿园教育的合力。借鉴其规制理念,实现良法善治,我国学前教育立法应明确组建学前教育专职领导机构,尊重和扶持民办园的发展;确立儿童生活记录制度,保护儿童在园的隐私安全;建立幼儿教师法律身份的制度保障体系,创设吸引男性从事幼教的机制;结合儿童权利保护需求,构建家长教育的社会支持体系。  相似文献   

19.
This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous notions of relatedness and affect theory and is as revealing as the actual reporting of the events and rationales in these young women’s schooling trajectories. Young people’s insights into the challenges of mainstream pedagogies and promises of relational pedagogies invite us to consider what could be different in structures and processes which aim to deliver educational equity. We argue there is a need for more research which offers rich accounts of the emotional and relational fields which underpin student subjectivities and engagement.  相似文献   

20.
Since their political reorientation that started in the late 1980s, the Baltic states have experienced profound social reforms to rebuild their democratizing societies. Education has featured as a key vehicle to this transformation process of overcoming the limitations of the Soviet past. National legislative frameworks were therefore soon provided to restructure educational systems and allow for ‘liberal’ approaches to schooling. The process of policy‐making for a new concept of education, however, entailed numerous challenges, and it has resulted in a diverse tapestry of educational provision across the Baltic. With specific focus on minority education, this paper presents a comparative analysis of education policies and practices in contemporary Estonia, Latvia and Lithuania in response to emerging language needs in these intensely multiethnic settings.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号