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1.
The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents’ mediation characteristics and children’s early literacy skills. Each of 62 parent‐child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem‐solving tasks, and general measures of interactions). Children’s early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing‐specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children’s early literacy. More emotional mediation measures correlated significantly with children’s early literacy in the ADHD than in the non‐ADHD group. Discussion focused on parent‐child writing interactions as a context of early literacy development among young children with ADHD. 相似文献
2.
Michelle M. Neumann 《Early Years: An International Journal of Research and Development》2010,30(1):79-94
Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children. 相似文献
3.
Helen Bradford Dominic Wyse 《Early Years: An International Journal of Research and Development》2013,33(3):252-265
Over the past three decades early writing research has focused on the processes involved as children learn to write. There is now a powerful evidence base to show that children’s earliest discoveries about written language are learned through active engagement with their social and cultural worlds. In addition, the idea of writing development as an emergent process is well established. The study reported in this paper adopted case study methodology combined with an age-appropriate data collection technique in order to explore children’s perceptions of themselves as writers. A focused task using a hand puppet called Baby Bear was used to elicit children’s perceptions. The children’s parents were interviewed to elicit their perceptions of their children as writers. This small-scale exploratory study found that the children had clear perceptions about themselves as writers. There were important links between parents’ perceptions of their children as writers and the ethos for writing they created in the home. It was found that, overall, more positive parental perceptions were linked with more attention to the meaning of children’s writing. It is concluded that early years settings could usefully identify and compare children’s and parents’ perceptions of writing in order to enhance children’s writing development. 相似文献
4.
Gary E. Bingham Margaret F. Quinn Kyla McRoy Xiao Zhang Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611
Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. 相似文献
5.
Fatima Al-Maadadi 《International Journal of Early Years Education》2016,24(4):435-447
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers’ beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers’ beliefs about the development of children’s emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children’s emergent writing in Qatari preschool settings and similar contexts. 相似文献
6.
Liz Chamberlain 《Literacy》2019,53(1):39-45
This paper examines the nature of the out‐of‐school writing practices of three primary‐aged children aged 9–10. In particular, it explores the writing these children chose to undertake at home including ‘for school’ writing, completed at home. The study's findings reveal the ways in which these three, developing young writers engage and interact with writing and how this differs to writing for school, completed at home. To better understand the implications of national surveys that reveal a causal relationship between writing for enjoyment and positive writing attainment this research sought to expose the range and versatility of the children's home and volitional writing practices. The children in this case study were not selected because they were writers but merely that they engaged with writing away from school. The study employs an ecological paradigm (Bronfenbrenner, 1979 ) to explore the participation and interaction of the children with their writing practices within the complex environment of home. The paper makes the case for teachers to be more curious about the private worlds of out‐of‐school text creation to better appreciate the provenance of home writing events and artefacts. 相似文献
7.
周达章 《宁波教育学院学报》2014,(5):134-137
初中作文教学应立足于学生的生活实际。生活作文的基本概念是通过以学生生活世界为对象的写作,在培养学生语言表达能力同时,在作文活动中,促进学生主体的人格形成。学生生活作文导写是运用作文表达方法而展开的教学活动,其本身就是一种作文教学法。学生作文导写包括:引导学生写好校园生活、家庭生活、社会生活,写好学生的个性成长。学生生活作文导写是基于《初中语文课程标准》的基础上,以新课程的教学目标、教学内容依据的作文教学创新。 相似文献
8.
Susan Edwards 《Technology, Pedagogy and Education》2016,25(4):513-532
Technology, digital media and popular culture form an important aspect of young children’s life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children’s life-worlds into the provision of play-based learning. Traditionally, research has considered barriers to teacher uptake of technologies in the early years, or teacher beliefs and attitudes about using technologies with young children. An alternative perspective focuses on children’s play as the foundation for early childhood curriculum provision and argues that what is needed instead are ‘new’ concepts of play more appropriate for explaining children’s contemporary play experiences in post-industrial societies. This article examines the influence of a new concept of play called ‘web-mapping’ on teachers’ curriculum practices in early childhood education, and finds that, according to Vygotsky’s ideas about explicit and implicit mediation, new concepts of play are likely to provide a fruitful avenue for addressing the ‘problem’ of technology, digital media and popular-culture integration in early childhood education. 相似文献
9.
Josephine Brady 《English in Education》2009,43(2):129-147
This study explores an area of writing that has been largely neglected – children’s imaginative writing at home. In an educational climate dominated by the standards agenda and top‐down directive discourses, this study draws inspiration from children who are creating opportunities for writing themselves and are developing agency through their writing at home. The positive approach to reading advocated in Margaret Clark’s (1976) seminal work on ‘young fluent readers’ has been very influential. Rather than reporting what children are unable to do, Clark explored the early experiences and home setting of competent pre‐school readers, posing the question: what can they teach us? Taking this lead, one of the premises of this study is that we should similarly seek to understand the experiences of young competent writers so that we can learn more about children who choose to write of their own volition outside of school. This paper presents the findings of the preliminary phase of an ongoing doctoral study. Drawing on questionnaire data, it specifically focuses upon Year 5 and 6 teachers’ views of children’s imaginative home writing, exploring problems of identification and teachers’ perceptions of their pupils as imaginative writers at home. 相似文献
10.
Shelley Stagg Peterson Shakina Rajendram Nazila Eisazadeh 《Early Years: An International Journal of Research and Development》2019,39(4):392-407
AbstractThis research explores young Indigenous children’s multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six videos of children’s play. Our findings show a richness in Indigenous children’s meaning-making, as they used verbal and non-verbal modes to carry out 26 specific social intentions that we grouped into four broad social intention categories: Getting Along, Expressing Emotion/Interest, Satisfying Own Needs and Directing. The social intention carried out most frequently was showing interest in an activity. Participating children were more likely to use non-verbal modes, particularly in construction/materials play contexts. They also combined verbal and non-verbal modes to achieve their social intentions, but did not use verbal modes exclusively. When children used verbal modes to any great extent, it was primarily in a dramatic play context where the teacher took a role in children’s dramatic play. Our research indicates a need for greater attention by educators, curriculum developers and researchers to multimodal meaning-making in Indigenous children’s play, given the cultural importance of non-verbal communication and participating Indigenous children’s remarkable multimodal meaning-making during play. 相似文献
11.
当下低年级写话教学中存在内容开发不足,时间安排不合理,方式远离儿童等问题,构建“儿童写话”微课程可解决此类问题。课程构建的要点包括：课程目标注重分层,最大程度上适合每一个学生的发展;课程内容贴近儿童,从儿童的生活、想象、学习、阅读等活动中寻找题材;课程实施基于儿童,遵循儿童认知规律,让儿童乐学、学好;课程评价体现人性,保持儿童写话兴趣,促进儿童语言的可持续发展。 相似文献
12.
＂课程意识＂在儿童写作教学中占据重要地位,凸显＂课程意识＂可以改变小学写作课堂教学随意、低效,甚至＂不作为＂的现状。＂课程意识＂观照下的儿童写作教学应促使学习目标更趋循序性,教学内容更趋丰富性,写作策略知识的渗透更趋显性化,写作评价更具针对性。凸显＂课程意识＂,将促使儿童写作教学走向有序、有效、有用。 相似文献
13.
Western research over the last decade has shown that early childhood (EC) teachers’ perspectives on the role of Information and Communication Technologies (ICT) in the early years strongly shape young children's experiences in educational settings and affect the integration of ICT into the classroom. The research in China is scant however. This article reports a study of Chinese EC teachers’ views on the use of ICT in preschools. Data consist of illustrative original quotations generated from interviews with four teachers, as part of a larger study. This study shows that Chinese preschool teachers had an emerging understanding about social and technological impacts on the use of ICT in early childhood education (ECE), but they recognised the value of ICT for young children and themselves in a limited way. This restrained young children's active and meaningful use of ICT for early learning and development. We argue that there is a need to develop explicit ICT polices and curriculum guidelines for the ECE system that emphasise young children's active and creative use of ICT for early learning and development, and better support teacher learning. 相似文献
14.
The intent of this study was to examine young children’s perceptions of writing self-efficacy (Grades K–1). Most research studies find a significant relationship between self-efficacy and achievement in older students (Grades 4–16). Research has also shown that children are affected by personal perceived self-efficacy. Therefore, self-efficacy can affect young learners as well. There are few self-efficacy studies among young learners, especially kindergarten and first grade. This study was conducted to determine if young learners could describe their writing self-efficacy and, if so, how student perceptions compare to teachers’ and researchers’ perceptions.The data showed that participating students from kindergarten and first grade could describe their writing self-efficacy. Several characteristics of children with high and low writing self-efficacy are discussed. Comparisons between teachers’, researchers’, and children’s perceptions of writing self-efficacy showed consistency with 14 of the 18 student participants. 相似文献
15.
Anna Craft 《Curriculum Journal》2013,24(1):135-150
ABSTRACT This article focuses on the identifying of ‘creative development’ as a desirable early years learning outcome by the School Curriculum and Assessment Authority (SCAA, 1997). The article begins with a rationale for the inclusion of ‘creativity’ in the curriculum of young children in a post‐modern world at the turn of the century. It then goes on to look at the way in which ‘creative development’ is characterized by SCAA as a desirable learning outcome, and to unpick some of the messages which its inclusion in the curriculum may signify. There are several challenges posed by this part of the early years curriculum, which are then explored. Finally it proposes a framework for interpreting and translating it into practice. 相似文献
16.
Observational studies suggest that early writing instruction rarely occurs in early childhood classrooms, despite the importance of supporting young children’s writing development. Morning Meeting Time (MMT) routine is a typically occurring large group activity in early childhood classrooms that is interactive and familiar to teachers and children. Because it is interactive, occurs daily in most preschool classrooms, and is comprised of regular routines that can easily be modified, MMT provides a meaningful context for promoting young children’s writing development. This article describes the characteristics of MMT, discusses the rationales for infusing interactive writing instruction into MMT, and provides seven research-based guidelines for adding writing to MMT in early childhood classroom environments. 相似文献
17.
《Journal of Further & Higher Education》2012,36(8):1109-1119
AbstractUniversities’ performance indicators for scholarly outputs depend on academics having productive and sustainable writing behaviours. Research shows that writing programmes can increase research output, but less is known about which writing processes are productive. A project was initiated at a university which widened access to writing support to include staff who were not included in these performance targets, but who might be in the future. Following a writing for publication workshop, 36 academics were offered a place at a structured writing retreat. The evaluation aimed to increase our understanding of participants’ perceptions of their writing skills and processes before and after the retreat using a transactional model. We found that participants’ perceptions of their writing abilities were greater than their perceptions of their ability to employ effective writing practices. Both scores improved after the retreat. This finding confirms that a structured writing retreat provides an environment and structure for academics to practise effective writing. It enhances self-belief in the processes and skills required to produce output. Widening access to writing support for academics is essential for success in performance-based systems. Writing support must provide opportunities for academics to develop strong performance beliefs by practising writing skills and productive and sustainable writing processes. 相似文献
18.
AbstractWhile leisure writing may help children to acquire writing skills, it can also be considered as an inherently valuable cultural activity. This study explores how children’s beliefs may explain to what extent children are inclined to leisure writing and if there are any gender differences. Building on preliminary scale development work, we analysed data from 963 third-graders. Variables included (a) the intrinsic value attached to leisure writing (b) preceding behavioural, normative, and control beliefs related to these activities, and (c) the level of leisure writing. In a structural equation model, the preceding beliefs were applied as explanatory variables for the intrinsic value. Intrinsic value, in turn, explained a large proportion of variance in children’s leisure-writing activities. Gender differences in leisure writing were mediated by intrinsic value. Significance of intrinsic value and preceding beliefs regarding leisure-writing activities are discussed. 相似文献
19.
Lorna Arnott Loreain Martinez-Lejarreta Kate Wall Caralyn Blaisdell Ioanna Palaiologou 《British Educational Research Journal》2020,46(4):786-810
In an era when children’s rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This article therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher field notes, images and observations from four research projects that employed creative methods for seeking informed consent from young children. We take a reflexive approach, considering how successful the three techniques have been in facilitating young children’s decision-making around research participation. Our findings suggest that innovative approaches to informed consent create spaces for children to engage in dialogue and questioning about the research project. However, in order for the approaches to be meaningful, they need to be pedagogically appropriate to the maturity and capabilities of the children. We also demonstrate that, irrespective of the approach devised, researchers have a responsibility to ensure consent is continuously negotiated throughout the project through reflexive questioning. 相似文献
20.
Ruth Davies 《Education 3-13》2018,46(1):117-129
The benefit the outdoor environment has for young children’s development is widely documented. However, there is less literature outlining practitioners’ experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years’ settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years’ curriculum cannot be done as effectively outdoors as they may be being done indoors. 相似文献