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1.
Julia Wilkins Kathryn Howe Maddie Seiloff Shelly Rowan Elizabeth Lilly 《British Journal of Special Education》2016,43(3):233-249
The portrayal of characters in children's literature can be a very powerful influence on young children. Teachers have a responsibility to expose children to characters of all types, including those with disabilities. The goal of this study was to explore how third and fourth grade students responded to characters with disabilities in children's books. We read a total of 12 books that included characters with disabilities to students in two third‐grade and one fourth‐grade class at three elementary schools. We video‐recorded discussions about the books and identified the following four themes, all of which related to influences on students’ responses to the character with a disability: (a) societal messages, (b) academic responses, (c) teacher influence and (d) portrayal of disability. We recommend that teachers carefully select books featuring characters with disabilities based on the way the disability is portrayed in the book, and, after the read‐aloud, use questioning strategies that encourage students to make thoughtful, deep comments rather than giving ‘expected’ responses. 相似文献
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Teresa Eckrich Sommer Terri J. Sabol P. Lindsay Chase-Lansdale Mario Small Henry Wilde Sean Brown 《Journal of research on educational effectiveness》2017,10(4):732-766
Improving children's attendance is a high priority for Head Start and other early childhood education programs serving low-income children. We conducted a randomized control trial in a major northern city to evaluate the impact of a low-cost intervention designed to promote parents' social capital as a potential influence on children's attendance in Head Start centers. The intervention assigned children to treatment group classrooms based on (a) neighborhood of residence (geography condition) or (b) the geography condition plus the opportunity for parents to form partnerships in support of their children's attendance, or to control group classrooms according to Head Start guidelines only. We did not find impacts on average attendance throughout the year. However, the intervention did lead to increased attendance during the winter when average center attendance was lowest. There were no impacts on fall or spring attendance. Follow-up exploratory analyses of focus groups with parents and staff suggested that parents' level of connection and trust, self-generated partnership strategies, and commitment to their children's education may be factors by which parents' social capital expands and children's attendance improves. 相似文献
3.
Marion Colledge 《Literacy》2005,39(1):24-30
This article presents findings from a one‐year study of several Bengali‐speaking children aged 5–6 years, in their first year of the English school system. The investigation centres on exploration of the children's responses, principally to the visual text, of a selection of narrative picture books used in their school. The aim was to collect children's responses to characters and visual features, and to see what narratives the children made from the picture books. The children, some of whom were relatively experienced viewers and narrators of picture‐book stories, produced varied responses to character and décor. The article suggests that the books formed a bridge between the known and the culturally unfamiliar, giving the children access to an understanding of scenes from types of homes other than their own. The author asserts the need to welcome children's versions of stories and their interpretation of pictures, and to allow them the opportunity to re‐read picture books many times. 相似文献
4.
Enhancing children's literacy skills: designing the Q‐Tales ecosystem for children's e‐book design and publication 
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下载免费PDF全文 This article describes the conceptualisation and development of a pedagogical framework to support the design of e‐books for children to enhance literacy development. It emerged from research undertaken within the Q‐Tales international consortium project of the EU's Horizon 2020 Programme for Research and Innovation, where the aim was to facilitate key stakeholders to collaborate and participate in the online production and publication of high‐quality, educational e‐books for children. The pedagogical framework described here sought to answer the question “What concepts and principles undergird the effective design of pedagogically impactful e‐books for children?” It is grounded by the theoretical underpinnings of socio‐constructivism, constructionism and skill theory, and how they relate to children's literacy development. A framework describing different narrative forms and component features, key pedagogical activities appropriate for different stages of reading development and design recommendations regarding the integration of multimedia into e‐books are also central to the pedagogical framework. As well as informing the design of the Q‐Tales infrastructure for children's e‐book design and publication, we hope the guidelines and pedagogical activities enumerated here will be widely useful for those designing and developing digital, interactive narratives, particularly e‐books to enhance children's emerging literacy. 相似文献
5.
Elizabeth Dunphy 《International Journal of Early Years Education》2010,18(4):331-347
One-to-one interviewing is one of the most powerful ways of exploring young children's thinking. While there are a few studies which report the use of this pedagogic strategy by preservice teachers, more are needed. This paper describes an early childhood mathematics education assignment which preservice teachers in a teacher-education college in Ireland undertake with four- and five-year-old children. It presents an analysis of data from a selected sample of 58 preservice teachers' reflections on their dialogues with individual children. It describes how the preservice teachers engaged with the process of interviewing the children; how they reflected on their interactions with the children; their reflections on the children's engagement; and their reflections on young children's mathematics generally. Some dilemmas faced by the participants in the course of the interviewing are highlighted. Findings demonstrate the integrated nature of the knowledge that early childhood teachers need to teach early childhood mathematics effectively. The learning arising from this assignment relates to early childhood mathematics thinking, to the psycho-social nature of learning in early childhood and to pedagogy in early childhood education. 相似文献
6.
Elena Monoyiou 《International Journal of Inclusive Education》2016,20(6):588-603
The present paper reports the findings of a study that sought to identify how diversity (in the form of disability, appearance, and race) is presented in children's books written in or translated into the Greek language. The study focused on the plots and the portrayal of key figures. The sample consisted of 50 children's books written after 1990 that focus on diversity and target children aged 6–12 years. Content analysis framed within the interpretative paradigm was undertaken, and this resulted in the formation of categories representative of the range of plots and character portrayals. The analysis revealed the following key themes: the key figure is presented as different from the group; the key figure is often only accepted through the mediation of another character who is not considered different or an incident; different figures belong together and not with the figures that belong in the dominant group; and the key figure is an excellent character who might also be brave and unique for several reasons. Taking these findings as a starting point, the paper seeks to place the discussion about children's books, diversity, and education in the literature, and it discusses teachers’ role in developing students’ critical literacy skills in order to engage in discussions about diversity without reproducing stereotypes or focussing on the Other. 相似文献
7.
This article describes part of a study that explored the responses of nine‐ and ten‐year‐old children during a picturebook read aloud in a small group setting in a New Zealand classroom. The read aloud was interactive, where the participants were encouraged to respond to the book and to each other throughout the session. The authors created a framework for analysing the responses, adapting the model of Lawrence Sipe (2008) with its five categories of literary understanding, by expanding on the analytical category to enable a finer analysis of the responses. This article discusses the children's depth of thinking and the understandings they developed as they engaged with the read aloud. It also describes how the adapted framework allowed a closer analysis of these understandings, including the way the elements of art used in the illustrations contributed to the children's ideas. The findings suggest ways picturebooks can be used to promote children's thinking and how teachers can guide discussion about a complex text. Implications for use of the framework in further research are discussed. 相似文献
8.
《Ethnography and Education》2013,8(1):61-76
Children's transition to school is a key issue in early years of education. Research in this field points to the counterintuitive possibility that the transition to school may actually lead to a reduction rather than a facilitation of children's agency. The paper presents findings of a longitudinal comparative ethnography on children's transition from fields of early childhood education to primary school in England and Germany. Building on theoretical concepts of the sociology of childhood, the study uses the concept of children's complicity to explore how children's agency is embedded in institutional, interactional orders and how it changes during transition. The findings indicate the importance of the structure of keeping the group of children together during transition. Not only is children's participation in the new social situation in school mediated by peer cultural routines. The paper presents the argument that the complicity children develop with their teachers' expectations takes different forms when they can rely on peer cultural routines. 相似文献
9.
Ann Quennerstedt 《International Journal of Early Years Education》2016,24(1):5-18
This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children aged between 1 and 3 years. With a child view based on human rights theory and childhood sociology, an action-based methodology for seeking children's perspective is used to analyse the observation data. Three rights areas are identified in which children frequently deal with human rights in their actions and where they enact a range of possible rights holder positions: ownership, influence and equal value. These rights areas, and the children's various enactments of the rights, are reflected against the preschool context as a co-constructor to the actions of the participants. 相似文献
10.
This article explores ways in which children's picture books form networks of relationships, and their implications for readers and classroom teachers. In this exploration, reading is seen to involve making connections within and beyond the text at hand. These connections, evoked differently across readers, shape readers' interpretations of text. Many possible meanings may arise from just one text, reinforcing the idea that no single correct meaning resides in a text. This article demonstrates tools for exploring textual connections with readers, and the value of such explorations for opening‐up reader interpretations of a text. 相似文献
11.
This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials. 相似文献
12.
Anita Prunty 《Irish Educational Studies》2013,32(1):23-44
The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, ‘the best interests of the child shall be a primary consideration’. 相似文献
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Sabrina F. Sembiante Jaclyn M. Dynia Joan N. Kaderavek Laura M. Justice 《Early education and development》2018,29(1):14-30
Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. 相似文献
16.
John S. Morris General Inspector 《Curriculum Journal》2013,24(1):75-85
ABSTRACT The use of drama to promote children's engagement with and motivation to study history is now commonplace at sites of historical interest and in many primary and secondary classrooms. Researchers interested in this area have often measured children's engagement and interest through the oral contributions made both during the drama and afterwards in discussion, whereas the written responses of children to their experience of history through drama have not been systematically analysed. OFSTED has recently reported that while they have observed many examples of high standards of oral work in history, the standard of writing at Key Stages 2, 3 and 4 has been disappointing by comparison. This article seeks to provide direction for teachers trying to develop children's historical writing through drama, and shows how drama can be used to promote analytical as well as empathetic responses to historical questions and problems. 相似文献
17.
It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context. 相似文献
18.
Helen Hedges 《International Journal of Early Years Education》2015,23(1):83-96
Children's interests and thinking emanate from their daily lived experiences in their families, communities and cultures. This paper substantiates the view that the construct of ‘funds of knowledge’, understood through the lens of ‘cultural repertoires of practice’, provides an analytical tool for early years teachers to interpret their observations of, and conversations with, young children. The paper reports findings from a qualitative case study in early childhood settings of children's interests and thinking. The methods included participant observation, interviews with teachers and children and gathering of pedagogical documentation. This paper specifically draws on and problematises the funds of knowledge and related gendered thinking that a young Chinese girl revealed through her interests and practices. It argues that although the construct of funds of knowledge provides an authentic conceptual framework to guide and justify teachers' pedagogical decision-making, it should not be accepted uncritically. The concept may raise some issues for teachers' responses to children's thinking and relationships with diverse families. Teachers and researchers have future work to undertake to understand children's complex cultural knowledges and positionings in an increasingly globalised world. 相似文献
19.
Mature readers draw on a complex web of previous experiences when interpreting written and visual texts. Yet very little is known about how preschool children, who cannot yet read, make connections between texts. This study explores how 13 4‐year‐old children made intertextual connections during shared reading with their mothers (seven children) and their preschool teachers (six children). The findings indicate that very young children actively draw on their knowledge of other texts, and their personal lived experiences, to reflect on the meanings they encounter in unfamiliar picture books. The functions served by the children's intertexts ranged from the simple pleasure of recognition to more sophisticated comparisons between texts in terms of theme and plot. The extent to which the adults were able to integrate the children's intertexts into the discussions varied. An awareness of the important role played by intertextuality in children's interpretations of texts may provide early childhood professionals with a framework within which to plan systematically for the language and literacy development of young children in their care. 相似文献
20.
Mable B. Kinzie Jessica Vick Whittaker Amanda P. Williford Jamie DeCoster Patrick McGuire Youngju Lee Carolyn R. Kilday 《Early childhood research quarterly》2014
MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes. 相似文献