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1.
深度学习能够最大程度地彰显幼儿的主体性,使幼儿获得更高的自我价值感,并在内部动机的激发下形成良好的学习品质与思维习惯。由于当前幼儿园教师对绘本的解读缺乏深度,对绘本教学目标的设置过于浅显,绘本教学过程缺乏层次性,绘本教学方法比较单一,致使绘本教学难以帮助幼儿进行深度学习。要改变这一现状,实现绘本教学对幼儿深度学习的促进作用,教师应深度研读绘本,准确把握绘本内容与幼儿发展之间的内在关联;明确以促进幼儿深度学习为绘本教学目标,增强幼儿深度学习的目的性与方向性;引导幼儿反复阅读绘本,增进幼儿对绘本内容与意义的多重理解和自主建构。  相似文献   

2.
The research that is the subject of this paper set out to interrogate pre-service teachers’ responses to issues of national identity, ideology, and representation in contemporary multicultural Canadian picture books. While the research focused on whether and how the literature could serve to inform and broaden pre-service teachers’ conceptualizations of diversity, we retrospectively decided to re-visit the focus group and interview data to know which of the 70 picture books had most engaged the teachers and why. We critically consider the implications of teachers’ attachments for social justice education and teachers’ cultivation of a critical, ‘borderlands’ discourse aware of self and open to others. The research suggests that a significant source of teacher knowledge and thinking is lodged in teachers’ personal memories of childhood texts, called touchstones. Touchstones were a place from which teachers implicitly began; certain stories struck particular chords, chords largely attributable to childhood memories. Most intertextual connections were personal, with some tangential to the text. While touchstones performed different functions depending on the subject position of the pre-service teachers, they pointed to the existence of an underlying position of teacher as nostalgic subject. Given the importance of this subject position for teachers’ responses to picture books, we explore critical reconceptualizations of nostalgia that can support the development of borderland discourses. We suggest that pre-service teachers need to be invited to individually and collectively examine their responses to both old and new touchstone stories. More nuanced research also needs to be conducted on the role of nostalgia in teacher formation, how it influences teacher practice, and how to best design teacher education courses to foster ‘borderland discourses’ related to the storying of teacher identity, especially with respect to popular ‘collectibles’ and core teaching texts like picture books.  相似文献   

3.
Children’s picture books featuring same-sex parented families have been suggested as a powerful resource in leading change in the struggle against heteronormativity in early childhood education. At present, little is known about lesbian parents’ perceptions of how picture books in their homes and in early childhood settings can influence children’s understandings about families. This study captured the voices of eleven lesbian parents as part of a larger project on their experiences with early childhood settings in Australia. Analysis of the interviews identified four key themes: silence, timing, struggle and limits. This discussion shows that whilst these books have some value in honouring diversity, more care is needed in considering their limitations. Queer Theory informed this study and offers important insights for educators to consider when making pedagogical decisions in resisting heteronormativity.  相似文献   

4.
‘Partnership between parents and teachers’ is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership.  相似文献   

5.
Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge.  相似文献   

6.
This paper discusses the narrative role of images in three prize–winning children’s books: ‘The Rabbits’ by John Marsden and Shaun Tan; ‘Joseph had a Little Overcoat’ by Simms Taback; and ‘The House that Jack Built’ by Gavin Bishop. It is argued that the contribution of images to interpretive possibilities of the narrative are typically not sufficiently addressed in reviewing picture books. In dealing with this aspect of images in picture books, an approach to ‘reading images’ as described in the book of that title by Gunther Kress and Thao van Leeuwen is suggested as a productive resource for reviewers and teachers.  相似文献   

7.
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education.  相似文献   

8.
Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10‐ to 12‐year‐old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age‐related, high‐interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered ‘cool’ at this time of early adolescence and initiate strategies to make reading fun.  相似文献   

9.
The purpose of this paper is to determine whether predictor variables, selected from readability research and from teacher nomination, might be used to grade children’s early reading books. Two hundred Reading Recovery books were rated on five variables thought to represent ‘semantic’, ‘syntactic’ and ‘phonic’ features of text. The variables accounted for 83% of book level variance. In a cross‐validation exercise they were found to be stable and reliable. It is suggested that the data support the validity of the Reading Recovery book levels, and that the formula can be used by teachers to grade children’s early reading books.  相似文献   

10.
Children and teachers may not think in the same way about particular science concepts. Such parallel lines of thought can compound children's confusion and misunderstanding as they learn science at primary school. The situation could be more acute when student teachers are teaching science, because of their limited experience of considering children's ideas. This paper investigates children's and student teachers’ ideas about certain science concepts: ‘animal’, ‘flower’, ‘living’, ‘force’ and ‘energy’. The ideas and understandings of 96 children and 168 student teachers were explored. Results showed that the student teachers and children had similar ideas about ‘flower’ and ‘animal’, whereas they evidenced very different responses to ‘living’, ‘energy’ and ‘force’. Implications for classroom practice are considered.  相似文献   

11.
Using video as a mode of data generation in research involving young children and their teachers has become a more common practice in educational research. Digital video recordings provide the opportunity to capture the complexity of interactions that occur between people, time, space and objects, however, working with this methodology and form of data can be complex and challenging. This paper focuses on the use of video as a methodology to understand teachers’ tacit knowledge of practice that supports young children’s oral language. This study explores four specific viewpoints that have been employed to investigate teachers’ practice: (1) camera, (2) teacher, (3) researcher and (4) peers. From our analysis of the affordances of the differing viewpoints, we propose that what can be ‘seen’ is directly impacted by the understandings of those involved in the research process in relation to data capture, viewing and analysing the data. We argue that these viewpoints are not neutral or mutually exclusive rather they should be considered complementary and supplementary in building a comprehensive understanding of teachers’ tacit knowledge of literacy practice.  相似文献   

12.
徐彩霞 《天津教育》2021,(1):154-155
结合班级特色,通过教学实践,笔者利用以关爱为主题的绘本进行教学,探索培养幼儿关爱行为的有效教学途径.实践表明:通过教师有意识地设计多种教学手段——利用多媒体技术"读"绘本、开展绘本剧表演、情感迁移等,结合为幼儿创设有益的教育环境,不仅能激发幼儿的阅读欲望,而且能帮助幼儿去感受、学习、表达爱,从而增强幼儿的关爱意识,使幼...  相似文献   

13.
Developing a teacher identity is an ongoing and multifaceted process. In part, the process involves finding a voice amid the clamour of other, often contradictory, voices and complex conditions in which teachers find themselves. Drawing from a larger study of teacher professional identities, this paper explores how two beginning early childhood educators talk about what it means to teach. The paper focuses on how these novice teachers position themselves, and are positioned, by their understandings of the ‘child’. This focus on children is particularly relevant to understanding teacher identities for in educational contexts, teachers and children are inextricably linked – they are part of a relational pair. Using critical discourse analysis as a way of examining interview data, I discuss how a discourse of the ‘normal’ child constructs particular identity positions for children and the adults who work with them.  相似文献   

14.
This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of 5-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning.  相似文献   

15.
An increasingly prevalent and accessible form of hybrid nonfiction picture books blends factual information with poetry or poetic devices to create literary nonfiction. This important form of hybrid text has been sparsely examined. This article addresses three questions about poetic nonfiction picture books: first, how might we categorize picture books that represent this hybrid text?; second, by what criteria might we evaluate the quality of these books?; third, based in Rosenblatt’s concept of reader’s stance, how might we read these books? The author develops a typology of six categories along a continuum from poetry to narrative or expository prose. He examines well-established criteria in the fields of picture books, children’s nonfiction, and poetry that can apply to poetic nonfiction picture books. He argues that in the best of these books, the poetry or poetic devices are synergistic with the content and raise the overall reading experience. The author also argues that, depending where along the continuum each of these books is located, a reader’s stance moves along the continuum of efferent to aesthetic experience. All these books demand a dynamic and recursive reading process. He suggests ways to work with teachers to teach deep readings of these books.  相似文献   

16.
Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective.  相似文献   

17.
Teacher educators and field placement supervisors in early childhood teacher education (ECTE) programs aid their students in learning a specific repertoire of tools and skills, including pedagogical tools they can mobilize in their future practice. However, these tools reify abstract notions about how to teach young children that are consistent with the values and beliefs of the specific community of practice or culture, and culturally diverse students may ascribe different meanings and uses to the tools. This one-year ethnographic study explored how 20 immigrant and refugee students constructed understandings of the authoritative discourse during their coursework and field placements in an urban ECTE college program in western Canada. Qualitative data were collected through field notes, spatial mapping, interviews, focus groups, and artifacts/documents. Framed by sociocultural-historical theory, this paper focuses on the scaffolding methods used by teacher educators and expert peers to assist students in appropriating children’s picture books and songs as tools to use during their field placement experiences. The most effective of these scaffolding strategies used mediational devices to evoke recollections of each student’s experiences “back home,” thus advancing possibilities for more culturally resonant teacher education classes.  相似文献   

18.
Special education teachers work under more difficult, more intense, and more demanding conditions than mainstream teachers. Relations between teachers, pupils, and parents are more complex than in mainstream education due to the intensity, intimacy, vulnerability, and commitment involved. Teachers require special skills so they can practice atypical teaching approaches. They require in-depth knowledge of all their pupils’ special needs and must know what is required to teach them. They must provide a supportive educational environment that encourages learning, know abnormal developmental characteristics, analyze tasks, and be up to date with current relevant teaching methods. Our understanding of the inner world of special education teachers is deepened through narrative research. In education, narrative research facilitates the close examination of agents of education by focusing on their discourse. It provides an opportunity for their voices to be heard and offers empowerment. Nine experienced special education teachers aged in their mid-40s participated in the study. Most worked in special education and integrated classrooms. The research tools were open-ended life-story interviews In stage one of the analysis, the categories were defined after reading the interviews in as open and unbiased a manner as possible, and the primary themes developed. Stage two involved classifying and formulating the themes based on these categories. The findings, which describe the narrator’s own experiences, feelings, and viewpoints, are presented in the narrator-participants’ own language. A comprehensive, multifaceted picture of the research participants’ reality is thus obtained. The study revealed that teachers who start out as idealists and want to ‘save the world,’ or feel confident at least in their own abilities and wish to work hard for children with special needs, are often rudely awakened early in their careers because of the day-to-day complexity of their work. Special education is complex because it involves multiple roles and tasks and because teachers have to tackle diverse problems simultaneously. The teachers seemed keen to remain in the profession, perhaps because special education offers a satisfying career. This study was not just about special education teachers; it involved thinking about teaching differently. Metaphors can be a way to unlock the ontology and epistemology of teachers’ knowledge. Using a novel metaphor, ‘Masters of Weaving,’ the article invites educators all over the world to participate in a discourse with many voices. In a complex and dynamic world, there are no unequivocal answers.  相似文献   

19.
In many early childhood classrooms, visual arts experiences occur around a communal arts table. A shared workspace allows for spontaneous conversation and exploration of the art-making process of peers and teachers. In this setting, conversation can play an important role in visual arts experiences as children explore new media, skills, and ideas. The investigation of informal conversations during visual arts experiences will serve to improve understandings of the cognitive, imaginative, social, and affective components of young children’s creative endeavors. In particular, the exploration of conversational discourse contributes to understandings of conversation as an integral component of pedagogy in early childhood arts. As an exploration of the nature of conversation as pedagogy in early arts experiences, I present a ‘telling case’ (Mitchell 1984) featuring the collaborative work between a teaching artist and two young students as they explore and create together. The findings from this research have important implications for early childhood and art education teacher educators striving to develop supportive educational practices that will assist early childhood teachers in promoting supportive visual arts practices.  相似文献   

20.
A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools.  相似文献   

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