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1.
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
2.
Marilyn Fleer 《Research in Science Education》1991,21(1):96-103
This paper outlines the findings of a study in which the concept of electricity was introduced to young children in a child
care centre. Three areas were examined: first, the perceived difficulties associated with the teaching of science to very
young children (3–5 year olds); second, a discussion of the approach used to teach electricity to young children, and finally,
the study and its findings. When the teaching of electricity (through a unit on torches) followed a socially constructed approach
to learning, all of the children were able to connect up a simple electric circuit and talk about the electricity flowing
around the circuit.
Specialization: early childhood science education. 相似文献
3.
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
4.
Frédéric Perrier Jean-Baptiste Nsengiyumva 《International Journal of Science Education》2013,35(9):1111-1128
Constructivist, hands-on, inquiry-based, science activities may have a curative potential that could be valuable in a psychological assistance programme for child victims of violence and war. To investigate this idea, pilot sessions were performed in an orphanage located in Ruhengeri, Rwanda, with seven young adults and two groups of 11 children aged from 9 to 16 years. Despite a number of imperfections in this attempt, significant observations have been made. First, a sound communication was established with all, even with the young adults who at the beginning were not as enthusiastic as the children. Furthermore, some children, originally isolated, silent and sad, displayed a high degree of happiness during the activities, and an overall increasing positive change of attitude. In addition, they appropriated well some principles of experimental science. This suggests that a joint development of science literacy and joy may be an interesting approach, both in education and therapy. 相似文献
5.
This study examines young children’s ideas about natural science phenomena and explores possibilities in starting investigations
in kindergarten from their ideas. Given the possibilities inherent in how young children make sense of their experiences,
we believe it is critical to take children’s perspectives into consideration when designing any activities, and ideally, to
design activities from their perspectives and understandings. Specifically, this research focuses on 5- and 6-year old children’s explanations of
rainbows, and there are three main findings. First, our analysis demonstrates that opportunities to discuss their ideas revealed
children’s different perceptions of the phenomena of rainbows. Secondly, this research emphasizes that peer-to-peer interaction
in the co-construction of science concepts provided support to the children to learn from, and with, each other. Third, children’s initial explanations provided the teacher-researcher (second author) with a starting point
to scaffold her teaching from. Although rainbows are quite an abstract topic to try to reproduce in the classroom, the children
demonstrated their often sophisticated understandings of natural science phenomena, as well as their creative ideas as related
to rainbows. In order to foster an appreciation of themes in natural science, it is crucial to build from what children already
know and can do, and to use these emergent theories and considerations in designing curriculum. Thus, we draw implications
for the importance of teaching science at the early childhood level and for using children’s ideas as starting points in planning
instruction. 相似文献
6.
Young children enjoy studying about other cultures when they experience them in a concrete, hands-on manner. Cross-cultural study by young children should encourage them to experience a culture from an indigenous child's viewpoint. Learning facts and information about a culture is less important than experiencing how children from other places might play a game or what they might eat for dinner.Cynthia Szymanski Sunal is a professor of early childhood education and a social studies specialist at the University of Alabama. Barbara Gibson Warash is a clinical Associate Professor and Director of the Laboratory Preschool at West Virginia University. 相似文献
7.
Marilyn Fleer 《Research in Science Education》2009,39(2):281-306
In recent times there has been an enormous interest in Vygotsky’s writing on conceptual development, particularly his insights
on the differences between everyday and scientific thinking. In drawing upon cultural–historical theory, this paper seeks
to examine the relations between everyday concepts and scientific concepts within playful contexts, such as preschools, with
a view to better understanding how very young children develop conceptual understandings in science. This paper presents an
overview of a study which sought to map the transformation and appropriation of scientific concepts within two early childhood
settings. Approximately ten weeks of data gathering took place, with video recordings, field notes, photographic documentation,
and child and teacher interviews for recording child concept formation within these naturalistic settings. The findings indicate
that when teacher programs are more oriented towards concepts rather than materials, children’s play is focused on conceptual
connections. Importantly, the study showed that: It was possible to map the multiple and dynamic levels or stratas of thinking
that a child or group of children may exhibit within play-based contexts; An analysis of ‘unorganised heaps’ and ‘complexive
thinking’ evident in conceptually or materially oriented play-based programs can be determined; the dialectical relations
between everyday concepts and scientific concepts in play-based programs can be understood; and greater understanding about
the nature of concept formation in situated playful contexts have been possible. 相似文献
8.
An experience expectable environment in child care classrooms is one in which teachers consistently provide positive and nurturing interactions within daily routines and activities to enhance children’s learning. Growing numbers of children are being enrolled in child care at earlier ages and staying for longer periods of time each day which is heightening the need to attend to the context of child care for very young children. Several large scale studies in social policy, biology, and human development have confirmed the links between children’s early experiences and later outcomes, and recent brain research and research in child care classrooms has highlighted the importance of these consistent, responsive, and respectful patterns of interaction, especially for very young children’s development. Yet, examination of the quality of child care has indicated interactions in these classrooms that may not support optimal development and/or that could be considered harmful. Given toddlers’ need for consistent and nurturing care, coupled with the current substandard quality of care for very young children, discussing the context of child care in terms of an experience expectable environment provides a perspective to understand the context of toddler child care. This perspective underscores the connections of routines and interactions to children’s development of neural pathways, thus setting the foundation for optimizing learning and development. 相似文献
9.
Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献
10.
This paper reports on a cross-cultural research study of children’s preferences for group musical activities in child care
centres. A total of 228 young children aged 4–5 years in seven child care centres in Hong Kong and in the Adelaide City of
South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach.
Result showed that dancing/moving was children’s most preferred musical activity in centres. Significant differences were
found between children’s cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3)
Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced
children’s preferences. Implications for the curriculum planning of early childhood music education arising from these findings
are discussed. 相似文献
11.
Ornit Spektor-Levy Yael Kesner Baruch Zemira Mevarech 《International Journal of Science Education》2013,35(13):2226-2253
Nowadays, early science education is well-accepted by researchers, education professionals and policy makers. Overall, teachers’ attitudes and conceptions toward the science subject domain and science education influence their ways of teaching and engagement. However, there is a lack of research regarding factors that affect this engagement in pre-school years. The main assumption of this study is that teachers’ attitudes regarding science in pre-school can shape children's engagement in science and develop their scientific curiosity. Therefore, the main objectives of this study are to investigate the attitudes of pre-school teachers toward engaging in science and to explore their views about the nature of curiosity: who is a curious child and how can a child's natural curiosity be fostered? An extensive survey was conducted among 146 pre-school teachers by employing both qualitative and quantitative approaches. Results indicate that most of the participants believe that scientific education should begin in early childhood; very young children can investigate and take part in a process of inquiry; and scientific activities in pre-school can influence children's long-term attitudes toward science. Despite these views, most participants felt they did not possess sufficient scientific knowledge. Furthermore, participants expressed diverse opinions when asked to identify what constitutes curiosity, how the curious child can be identified and how a child's curiosity can be fostered. The research findings carry significant implications regarding how to implement scientific activities in pre-school, and how to encourage pre-school teachers to engage children in scientific activities in a way that will nurture their natural curiosity. 相似文献
12.
Phyllis Katz 《Journal of Science Education and Technology》2011,20(5):525-536
There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents
a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews
at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain
insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data
were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science.
The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself
“doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards
himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences
in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention
that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that
there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance
a child’s developing identity as capable science explorer. 相似文献
13.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
14.
The types of contingency experiences infants and young children are typically exposed to are examined with a focus on the implications for early childhood intervention with young children who have developmental disabilities and delays. Studies of response-contingent child learning, the manner in which contingencies are not under direct child control, and child/caregiver reciprocal contingencies, are reviewed in terms of how they influence child learning and development. Results indicate that the different types of contingencies all positively influence child behavior. Implications for practice are described in terms of contingency-rich everyday child learning activities, child response-contingent learning in the context of those activities, and caregiver contingent responsiveness as an instructional strategy for supporting child contingency learning. 相似文献
15.
Ni Chang 《Early Childhood Education Journal》2007,34(4):265-271
Early math experiences can be challenging for young children. Although it seems that planning a lesson on solving and posing
a problem for a young child is a daunting task, it is actually simple if a harmonic cycle is exercised. This harmonic cycle,
in fact, embeds within in it a variety of teacher’s responsibilities that can expand our understanding of what a teacher needs
to attend to when it comes to planning, teaching, and evaluating a child’s progress. This article will present responsibilities
that a teacher has in a harmonic cycle, which is reflected through an interaction between a teacher and a child on problem
posing and problem solving. 相似文献
16.
Deborah S. Kliman 《Early Childhood Education Journal》1978,6(1):19-21
Conclusion Television, other media, and adults in their daily interactions give children cues about what's appropriate for girls and
for boys. It is the daily, continual combination of these events, occurring without thought of the hidden messages they convey
to children, which creates an environment organized around sex roles.
The message to all of us who work with young children is clear: Provide equal access of space and materials to every child;
expect children to engage in all kinds of activities regardless of sex; expect children to exhibit a full range of behavior
and reinforce them without regard to sex; and, finally, “liberate” the teacher's role by providing equal access and choices
to adults and expecting a full range of responses from men and women alike. Above all, we must recognize that the maintenance
of sexist environments and practices prevents every one of us from realizing his or her fullest potential. 相似文献
17.
Konstantina Rentzou 《Early Childhood Education Journal》2010,38(1):75-80
In recent years, there has been a significant growth of interest in ensuring that child care provision for children is of
a high quality. This interest has been stimulated by research evidence according to which good quality child care has a positive
influence on children’s overall development. The global quality in Greek preschool and infant/toddler classrooms was assessed
with ACEI Global Guidelines Assessment (GGA), Early Childhood Environment Rating Scale-Revised (ECERS-R) and Infant Toddler
Environment Rating Scale (ITERS). Our research data, confirm previous research results from Greece, and suggest that Greek
child care centers provide low quality care and education. Comparisons between the tools employed revealed great similarity
between the ACEI GGA and ECERS-R ratings on issues relating to environment and physical space, program evaluation, communication
with families, opportunities for family and community participation, recognition of diversity, curriculum and activities,
etc. On the other hand the ACEI GGA and ITERS seem to measure different aspects of process quality, as far as infant care
and education are concerned. Research results indicate the need for immediate improvement and revision of the policies employed
by Greek state, as far as young children’s education and care are concerned. 相似文献
18.
19.
Gintautas Silinskas Rauno Parrila Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Pekka Niemi Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(2):243-264
This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading
skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice,
once at the beginning and once at the end of a kindergarten year. The mothers of the children (n = 1,529) answered a questionnaire on reading-related activities with their children at home (on shared reading, teaching
letters, and the teaching of reading) and on their level of education, their child’s birth order, and the gender of the child.
The results show that of the three reading-related activities, mothers’ teaching of reading is the best predictor of the development
of reading skills among kindergarten children. The results also show that good reading skills at the beginning of the kindergarten
year increase the maternal teaching of reading a child subsequently receives. The results further demonstrate that girls,
firstborns, and children with more highly educated mothers are more likely to become good readers by the end of the kindergarten
year. 相似文献