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1.
For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments. 相似文献
2.
We describe a two year empirical investigation of three‐ and four‐year‐old children's uses of technology at home, based on a survey of 346 families and 24 case studies. Using a socio‐cultural approach, we discuss the range of technologies children encounter in the home, the different forms their learning takes, the roles of adults and other children and how family practices support this learning. Many parents believed that they did not teach children how to use technology. We discuss parents' beliefs that their children ‘pick up’ their competencies with technology and identify trial and error, copying and demonstration as typical modes of learning. Parents tend to consider that their children are mainly self‐taught and underestimate their own role in supporting learning and the extent to which learning with technology is culturally transmitted within the family. 相似文献
3.
Dr Pamela Sharpe 《International Journal of Early Years Education》1994,2(3):84-95
This paper describes some preliminary results comparing two groups of children's performance on a set of Piagetian conservation tasks. The findings point to the need to sensitise parents and teachers to current views on appropriate learning environments for young children, in particular, the strategies that they might use to make sense of their experiences. In addition, the findings are used to support the argument that it is important to emphasise adults’ roles in giving structure and direction to children's early learning experiences. It is anticipated that if parents and some teachers understand the basis for this approach to tutoring, their support and encouragement will relieve the potentially damaging pressure to ‘ succeed at all costs ‘, a current dilemma for parents of children in Singapore. Given the emphasis on structure and attainment in the Singaporean Pre‐Schools in this paper, experiences involving aspects of problem solving are selected for investigation, given their reported relationship with school attainment. (Bruner, 1972). 相似文献
4.
Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies. 相似文献
5.
WENDY MITCHELL 《Support for Learning》2008,23(3):126-135
The twenty‐first century family faces many demographic changes. Despite this, the importance of intergenerational relationships remains. This article initially reviews the literature surrounding the role that grandparents play in their children's families, highlighting a growing body of research demonstrating the important support role that grandparents play in the lives of families with non‐disabled children. In contrast, there is limited research on the role played by and support needs of grandparents to families with disabled children. Recognising the significance of ‘family’ rather than purely ‘parent’‐based partnerships in UK schools, this article considers the role and importance of grandparents in schools; in particular, intergenerational learning, and how schools can begin to include grandparents and also provide support to meet grandparents' own support needs. Despite a limited literature on schools working specifically with grandparents of children with SEN, some policy and practice issues are discussed and areas for future consideration suggested. 相似文献
6.
Recently in the UK there have been dramatic changes in the state provision of early years education and care, most notably the introduction of the Qualifications and Curriculum Authority's ‘early learning goals’ in 1999 and ‘curriculum guidance for the foundation stage’ in 2000. Outlining the context in which these changes came to take place, this research begins to consider how we might understand children's experiences of this policy in practice in their reception year. Valuing children's potential as participants in research, a play‐based activity was designed to ensure that the process of generating data would be meaningful to the children as well as to the researcher. Analysis of the discourse highlights themes of early education that were of importance to the children. Further discussion of these themes offers insight into how concepts of work and play might be linked to the role of the adult‐in‐charge, potentially undermining opportunities for learning; and how concepts of the individual, normalisation and the individualised academic curriculum promoted by national policy stand opposed to a notion of community on which the children place great emphasis. 相似文献
7.
This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC‐funded study (RES‐000‐22‐2451) investigating 3‐ and 4‐year‐old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice. 相似文献
8.
Increasing international attention on wellbeing places the onus on education systems to support children's positive psychosocial development. Despite broad and rich literature highlighting the limitations of implementing ability grouping as pedagogy and its impact on how children ‘do’ and ‘feel’ learning in school, this practice still persists in systems across the OECD. This Irish study draws on qualitative and sociometric data from 3 case study schools with 100 children. It explores how teachers cast an ‘invisible hand’ over children's peer networks, shaping friendships and patterns of inclusion/exclusion within the classroom. It builds on current literature in the field exploring how peer interaction is influenced by ability group assignment using network analysis. Findings also reveal the psychosocial impact of these dynamics, with children assigned to lower ability groups most impacted by lower social status, exclusion from peers and increased experience of bullying. These experiences evoked feelings of disengagement, anger and isolation. 相似文献
9.
Claire John 《Literacy》2009,43(3):123-133
Changes in the teaching of reading during the past decade include a shift away from a previous emphasis on ‘one‐to‐one’ learning experiences to a focus upon more communal forms of learning which place the teacher center stage. With the teacher's role thus highlighted, teacher–pupil interaction in practice has come under the spotlight, with a number of studies raising concerns about the quality of teaching taking place and suggesting this is featuring more traditional patterns of ‘IRF’ exchanges between teachers and pupils, which are limiting to children's learning. This article reports on a small‐scale study into teacher–pupil interaction styles during three Key Stage 1 ‘shared reading’ sessions – an activity in which teacher and children work together on an enlarged, illustrated text, with the teacher explicitly modeling components of the reading process to children. The article considers the more tacit modelling taking place during these sessions and how particular linguistic patterning used by teachers frames reading as an educational and cultural activity in ways that position children differentially in relation to it. In particular, it considers how variation in the use of the IRF exchange can mediate different cultural meanings about what it is to engage with text as a reader. 相似文献
10.
A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs. 相似文献
11.
Yolande Muschamp Kate Bullock Tess Ridge Felicity Wikeley 《British Educational Research Journal》2009,35(2):305-321
This article reports the findings of a project funded by the Joseph Rowntree Foundation, which explored the participation of children in out‐of‐school recreational activities. The experiences of children living in poverty were compared and contrasted with their more affluent peers. The aim of the project was to explore these out‐of‐school activities as sites of learning and to identify the impact of the children's experiences on the development of individual ‘learning identities’. Through in‐depth interviews with 55 children it was concluded that there were substantial differences in levels of participation and in the learning gained from these activities by two different groups of children, and stages in the development of their different dispositions towards the activities were shown. Attempts to identify the roles occupied by the children within a community of practice led the authors to question the extent to which the terms ‘core’ and ‘periphery’ can adequately account for the activity within such a community. 相似文献
12.
Jonathan Glazzard 《Support for Learning》2014,29(1):39-53
This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda. 相似文献
13.
Trisha Maynard Jane Waters 《Early Years: An International Journal of Research and Development》2007,27(3):255-265
In 2001, the Welsh Assembly Government announced proposals for a Foundation Phase for children aged three to seven years. The Foundation Phase framework promotes a play‐based approach to children's learning in both indoor and outdoor contexts and places children's well‐being and their personal and social development at its core. While the framework is currently being piloted across Wales, full implementation will not take place until 2010; for many schools, then, this is a time of transition. This paper discusses the findings of a research project that aimed to document the current use of the outdoors by a group of early years teachers working in South Wales. Drawing on data from interviews and observations conducted in four schools, it is suggested that the teachers missed many of the opportunities afforded by the outdoor environment to enhance children's learning. The paper considers the reasons why this might be the case and comments on the distinction, apparent in two schools, between what was seen as ‘normal’ and ‘special’ outdoor activity. 相似文献
14.
Emma Gore Langton Norah Frederickson 《Journal of Research in Special Educational Needs》2016,16(4):254-263
‘Pathological demand avoidance’ (PDA) describes a pattern of difficulties increasingly recognised as forming part of the autistic spectrum. Although clinical reports suggest that children with PDA are likely to experience considerable difficulties in education, their educational experiences have not yet been explored in any systematic way. In the current study, 42 parents of children with PDA completed a questionnaire about their child's educational experiences. Parents' responses indicated that this group of children displays high levels of problem behaviours in school, and receives corresponding high levels of special educational need support and professional involvement. Despite this support, the group had experienced high rates of exclusion and placement breakdown, with only 48% now in mainstream education. Parents reported relatively high satisfaction in their children's educational placements, with success defined by parents in terms of child outcomes, school characteristics and PDA‐specific factors. Findings are discussed with reference to what is known about the educational experiences of children with more typical autism spectrum conditions and in terms of the implications for the inclusion of this group of children with complex needs. 相似文献
15.
Brenda Peters 《Journal of Research in Special Educational Needs》2016,16(2):89-101
Children with a diagnosis of Autism Spectrum Disorder may find the social aspects of learning particularly challenging because of the traits of diffculty with social communication and interaction. This paper evaluates the impact of an interactive model designed to support social communication and interaction for twelve students with ASD, who attend three international primary schools in Hong Kong. Using an exploratory mixed‐methods approach, the study investigates the children's participation and engagement when a Social Communication and Interaction model is in operation. The model is built around the concept of mediation and the use of tools, which were intended to encourage children with ASD to be engaged in high‐level participation activities. Attention is drawn towards the children's growth of self‐confidence, a reduction of adult support and the children's increased participation with others in the activity sessions. 相似文献
16.
Kerry Chappell Pamela Burnard Teresa Cremin 《Early Years: An International Journal of Research and Development》2008,28(3):267-286
Drawing on research that sought to explore the characteristics of ‘Possibility Thinking’ as central to creativity in young children's learning, this paper considers question‐posing and question‐responding as the driving features of ‘Possibility Thinking’ (PT). This qualitative study employed micro‐event analysis of peer and pupil–teacher interaction. Events were sampled from two early years settings in England, one a Reception classroom (4‐ to 5‐year olds) and the other a Year 2 classroom (6‐ to 7‐year olds). This article arises out of the second stage of an ongoing research programme (2004–2007) involving the children and practitioners in these settings. This phase considers the dimensions of question‐posing and the categories of question‐responding and their interrelationship within PT. Three dimensions of questioning were identified as characteristic of PT. These included: (i) question framing, reflecting the purpose inherent within questions for adults and children (including leading, service and follow‐through questions); (ii) question degree: manifestation of the degree of possibility inherent in children's questions (including possibility narrow, possibility moderate, possibility broad); (iii) question modality, manifestation of the modality inherent in children's questions (including verbal and non‐verbal forms). The fine‐grained data analysis offers insight into how children engage in PT to meet specific needs in responding to creative tasks and activities and reveals the crucial role that question‐posing and question‐responding play in creative learning. It also provides more detail about the nature of young children's thinking, made visible through question‐posing and responding in engaging playful contexts. 相似文献
17.
This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives. 相似文献
18.
This study looked at 30 primary aged children between 10 and 11 years old who were visiting the Eden Project, Cornwall and participating in workshops led and designed by the Eden Education Officers. The study attempted to directly test the effects of the Education Officers' workshops on children's learning. Personal meaning mapping, a constructivist approach was used to measure change in the children's understanding along four semi‐independent dimensions: extent, breadth, depth and mastery. The children's mastery of the subject regardless of ability was improved. Most of the workshop aims, such as ‘to recognise some plant adaptations in the humid tropics climate’ were shown to have been met. The research also highlighted areas to be reviewed, such as educating children about the way indigenous people use plants for their survival and also how children can transfer knowledge, so that they can understand the significance of plants in their own daily lives. 相似文献
19.
《师资教育杂志》2012,38(2):197-212
The Developing E‐learning for Teachers (DEfT) project, a collaborative venture between UK and Chinese universities, has produced e‐learning modules for master's level programmes for in‐service high school teachers in China. E‐learning offers Chinese teachers new and innovative forms of professional development and provides for transformative learning. The paper investigates teachers' online learning experiences and how e‐learning facilitates teacher transformation from three perspectives: the ‘learner‐centred perspective’, the ‘knowledge‐centred perspective’ and the ‘community‐centred perspective’. The paper concludes that e‐learning, while not without some caveats, is a feasible solution for the training needs of serving Chinese teachers. 相似文献
20.
Karen Broomhead 《British Journal of Special Education》2013,40(1):14-21
Previous research on home–school relationships and blame has concentrated on the experiences of parents with children with behavioural, emotional and social difficulties (BESD). This has led to the voices of educational practitioners, as well as parents of children with other special educational needs, being neglected. This article, by Karen Broomhead of Lancaster University, details part of a larger study examining socio‐emotional aspects of home–school relationships between parents of children with special educational needs and educational practitioners. The study reported in this article explored perceptions of blame via semi‐structured interviews with 15 educational professionals and 22 parents of children with various special educational needs. The findings reveal that parental experiences of blame and guilt were influenced by the nature of their children's special educational needs, which consequently influenced parental focus on obtaining ‘labels’ of special educational needs for their children. The implications of these findings for educational practitioners are discussed. 相似文献