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1.
Understanding children's decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children's understanding of the motor and social competence of hypothetical children with a physical disability, children's decisions to include or exclude a peer with a physical disability in play activities, and children's justifications of their inclusion/exclusion decisions. Children understood that a peer with a physical disability would have more difficulty with activities requiring motor skills than social skills and were more likely to include a peer with a physical disability when the activities required minimal motor skills. The role of typically developing children's understanding of social contexts in peer relationships is discussed. 相似文献
2.
《Early education and development》2013,24(4):334-355
This paper emphasizes the following points regarding the appropriate role of rough-and-tumble play (R & T) in educational settings. (1) There has been an important secular trend toward an increasing importance of adult supervision of children's play. As a result, children's R & T must be considered in the context of social values regarding the expected developmental significance of children's play. (2) R & T is an aspect of evolved systems that propel the children into enthusiastic interaction with their environment and can be reasonably supposed to have several beneficial influences on children's cognitive and social development. (3) R & T can be distinguished from aggression, and adult supervised R & T is potentially an important arena for learning the limits of appropriate R & T. (4) It is suggested that supervised educational settings should be concerned with socializing several discrete systems that underlie children's development, including the present emphasis on socializing children to be able to focus attention, inhibit behavior, and be neat and orderly. However, the purpose of the present paper is to present a case for socializing the systems underlying stimulus seeking, extroversion, sociability, and intellectual creativity as well. 相似文献
3.
Drawing on anthropological evidence that interactions with texts are often mediated through oral language practices and Vygotsky's ideas about the primacy of social dialogue for individual intellectual development, the authors argue that children's informal talk about both electronic and printed texts throws new light on the reading process as a whole. They analyse children's talk about a school library book, a piece of graffiti, a television programme and a film to show how readings are shaped by the social organization and personal relationships of the readers, whether in curriculum activities, friendship groups or at home in the family. Readings are constructed, contested and negotiated through talk at the point where texts are first calculated and reshaped again when they are jointly recalled. Talk also helps to construct the text's legitimate audience and the reader's position within it. 相似文献
4.
Mary A. Jensen 《Journal of Early Childhood Teacher Education》2013,34(2):181-184
Abstract With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices. 相似文献
5.
Joanne S. Lehrer Hariclia H. Petrakos Vivek Venkatesh 《Early education and development》2014,25(3):295-317
Research Findings: This study explored the relationship between play and child development at the Grade 1 level. As previous research has noted a sudden curtailment of classroom play during this period, the relationship between play at home and children's school grades, behavior, and creativity scores was examined using correlational and regression analyses. In particular, this study sought to assess whether particular types of play (pretend play, active physical play, construction play, etc.) and social arrangements during play (play with siblings, with parents, alone, with friends) predicted any of the outcome measures. A total of 56 children ages 6 and 7 from suburban areas outside of Montreal, as well as their parents and teachers, participated in the study. Practice or Policy: Findings indicated that children spent between 1 and 2 hr playing after school each day and that the most common form of play was active physical play. The most common social arrangement during play was play with siblings. Children's free time in the morning and freedom to choose their play activities in the afternoon were predictive of children's academic progress. Watching others play and the ability to choose their own activities in the afternoon predicted positive adaptive behaviors at school. Play with commercial toys and playing alone were predictive of creativity scores. 相似文献
6.
Collette Tayler 《European Journal of Education》2015,50(2):160-174
Learning in the earliest stage of life — the infancy, toddlerhood and preschool period — is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience in this early phase of life is at the heart of ‘Learning to Be’ in any society. This article reviews early learning studies aimed at understanding children's personal, intellectual and social development, and promoting that development. Particular reference is made to attachment and attention, the process of self-regulation, and the adult-child engagement strategies that advance the child's receptive and expressive language: these all exercise substantial influence on early childhood learning and child development outcomes over time. The selected research studies variously highlight the development of infants, toddlers, and young children in kindergarten and the early years of school, and how children make sense of their environments as social, learning and unique human beings. Both the home learning environment and early childhood education programmes are important in children's development. This article argues for high-quality early childhood experience and giving attention to the engagement role of adults in advancing young children's development, minimising the risk of poor development and supporting positive long-lasting personal, academic and social benefits. In this early phase of life, in the words of Jacques Delors: ‘… none of the talents which are hidden like buried treasure in every person must be left untapped’. (Delors et al. 1996, p. 23). 相似文献
7.
Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4‐ and 5‐year‐old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial learning—the ability to use scaled representations—is related to children's play with scaled maps. Results show that almost all children used the maps to solve the mazes at least occasionally, and use them consistently across maze difficulty and different types of maps. Map use and more accurate spatial scaling were associated with better maze performance. We suggest that maze activities including scaled maps might provide an opportunity for developing children's spatial scaling through play, and discuss future research directions. 相似文献
8.
Geoffrey B. Saxe 《学习科学杂志》2013,22(2-3):275-300
This article presents a cultural-developmental framework for the analysis of children's mathematics in collective practices and illustrates the heuristic value of the framework through the analysis of videotaped episodes drawn from a middle-school classroom. The framework is presented in 2 related parts. The first targets the children's emerging mathematical goals in collective practices, with a particular focus on the complex role that artifacts play in children's emerging goals. The second part focuses on children's developing mathematics that takes form in their goal-directed activities: (a) Microgenetic analyses concern the process whereby children structure cultural forms like artifacts to serve particular functions as they accomplish emerging mathematical goals; (b) sociogenetic analyses concern the spread or travel of mathematical forms and associated functions within a community of individuals; and (c) ontogenetic analyses concern the interplay between the forms that children use and the functions that they serve over the course of children's development. The analyses of the classroom episodes points to the promise (and limitations) of the framework as a method for furthering our understanding of the interplay between social and developmental processes in children's mathematics. 相似文献
9.
《学习科学杂志》2013,22(2):197-220
"Learning by doing" in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children's ability to "see" significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children's ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children's own word problems; play with dynamically linked representations with attention to children's prior connections; and systematic problem variation based on empirically determined level of difficulty. 相似文献
10.
Olivia N. Saracho 《教育心理学》1999,19(2):165-180
ABSTRACT The social behaviours of 2400 3‐, 4and 5‐year old children attending an early childhood programme were observed, recorded, and analysed, and their cognitive style assessed. Factors underlying the play of preschool children based on their cognitive style were identified. Sex and age were considered in these social factors. ThePlay Rating Scale was used to record young children's behaviours in four different forms of play (physical, block, manipulative, dramatic); while theGoodenough‐Harris Drawing Test was used to determine the children's cognitive style. Factor analysis indicated two dimensions of play behaviours for each group of children. These factors had strong loadings with a range of items. The factors indicated that field‐dependent children participated more in social play activities, whereas field‐independent children engaged more in nonsocial play activities. The study suggests practical and research implications in promoting educational play using the children's cognitive style. 相似文献
11.
Sivanes Phillipson 《教育心理学》2009,29(4):447-468
Vygotsky speculated that parents play an important role in the intellectual development of their children, and that this role includes the transfer of expectations related to their children's academic achievement. Consequently, different parents can produce different contexts of academic achievement for their children. The participants were 215 Primary 5 and 6 students from four primary schools in Hong Kong, and their parents. Students were administered a test of working memory and their academic achievement was indicated by their school‐assessed mathematics and language achievement scores. Parents reported their expectations of their children's academic achievement, the extent of their home and school involvement, and their educational and income levels. Correlational and sequential regression analyses showed that different schools yielded different contexts of academic achievement. The results support the hypothesis that parents, and especially parental expectations, play an important role in children's academic achievement, and that within Hong Kong different schools can be characterised by different contexts of achievement. 相似文献
12.
How Moroccan mothers and fathers view child development and their role in their children's education
Gail L. Zellman Michal Perlman Rita Karam 《International Journal of Early Years Education》2014,22(2):197-209
Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose of this study was to explore parents' understanding of and support for their children's early development. Results reveal that parents see a vital role for themselves in their children's upbringing as supporters and nurturers, but little role as teachers. Across different education and income levels, parents in this small-scale qualitative study believe that children's experiences in their first years of life do not affect their longer-term intellectual development or school success and see little value in early intellectual stimulation or formal preschool education. Our results suggest that parents need to understand their role as their child's first educators. Also, it is essential that parents are taught how to promote their children's early cognitive development without undermining their nurturing roles. 相似文献
13.
《Parenting, science and practice》2013,13(3):273-301
Objective. This longitudinal study assessed similarities and differences in exploratory, symbolic, and social play in mother-child dyads in the south and north of Italy. Design. Altogether, 89 mothers and their children were observed and recorded at home when children were 13 and 20 months of age. From videotapes, exploratory, symbolic, and social play were coded and analyzed. Results. Children did not differ in their play with mothers across region and play type, but they played less in exploratory and more in symbolic modes as they grew. At 13 months, mothers in the south did not differ from mothers in the north in engaging in exploratory or symbolic play with their children; at 20 months, mothers in the south engaged in more demonstrations of exploratory and mothers in the north more demonstrations of symbolic play. Mothers in the south and north engaged in equivalent social play at the two ages, but northern mothers verbally praised their children more at the two ages. Child play was not stable, and mothers' play only irregularly stable. In both regions at both ages, individual variation in children's exploratory and symbolic play was specifically associated with individual variation in mothers' exploratory and symbolic play, respectively, but mothers' play did not predict children's play, nor did children's play predict mothers' play. Mothers' social play was not predictive of child play, although verbal praise was associated with child play. Conclusions. These data highlight the universality of general developmental processes in play as well as specific intra-cultural variation in parenting and child development. 相似文献
14.
15.
《Early education and development》2013,24(4):393-410
The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided. 相似文献
16.
Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low‐SES' children's literacy development at home. A cross‐case analysis of the influence of two low‐SES single‐mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low‐SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school‐literacy practices and expectations for low‐SES families, especially single‐parents who might be more socially isolated. 相似文献
17.
Clare Dowdall 《Literacy》2009,43(2):91-99
Social networking can currently be described as a mainstream youth activity, with almost half of 8–17‐year‐old children, who have access to the Internet, claiming to participate. As an activity it is of particular interest to literacy educators because it is enacted through the production and consumption of text. However, a growing body of research is finding that while young people transfer knowledge and practices across the sites that they occupy, children's text production using informal digital literacy practices and children's school‐based text production can be regarded as increasingly disparate activities. This paper draws from a current research project that is exploring three pre‐teenage children's text production in social networking sites. Here one child's Bebo profile page is presented and discussed in order that the forces that play upon her text production can be identified. Through consideration of these forces, a framework for considering children's text production in informal digital environments is suggested. This framework steps away from the existing frameworks currently found within the Primary National Strategy for Literacy and Mathematics and instead requires that children's texts are viewed in relation to structure and agency. 相似文献
18.
Knut Sundell 《School Effectiveness & School Improvement》2013,24(4):376-393
In Swedish official documents for nursery and compulsory schools it is suggested that mixed‐age groups are beneficial to children's learning and socio‐emotional development. Early evaluations confirmed these assumptions. However, according to recent, more sophisticated evaluations, the mixed‐age group does not promote children's socio‐emotional or intellectual development. 相似文献
19.
Justine Howard Gareth E. Miles Laura Rees-Davies 《International Journal of Early Years Education》2012,20(2):175-189
Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum. 相似文献
20.
In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals of parents (be it ideals for their children, ideals with regard to their parenthood, or their personal ideals) are most likely to enhance their children's autonomy. They also explain that an authoritative parenting style is most conducive to autonomy, although whether or not it does benefit children's autonomy also depends on the types of ideals pursued by parents. 相似文献