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1.
《Early education and development》2013,24(4):499-515
The present study examined young children's conceptions of personal prerogative in the contrasting contexts of home and school. The central question was whether young children have a stable conception of the personal which underlies their responses to regulations in varying contexts. Interviews concerning conceptions of the personal domain were conducted with 37 middle class first grade children. The children were aware of continuities and discontinuities in personal prerogative at home and school as highlighted by their understandings of conventions at school. They identified areas of prerogative at school, but were aware of the conventionalization of some personal issues. They considered school to be the more restrictive place. Despite some willingness to cede authority to teachers for many personal issues, the children reserved rightful decision locus for themselves. They were noncommittal as to whether prerogative should be narrowed at school. They attempted negotiations in both settings, despite less success at school. The children had a conception of personal prerogative which extended over both home and school contexts. Results have implications for classrooms responsive to children's development of autonomy. The study was limited largely to white middle class children, however it raises questions which could have implications for a much broader range of children. Further studies on prerogative in contrasting contexts considering class and ethnic differences may also yield implications for classroom practice which is child and culture sensitive. 相似文献
2.
Elsa K. Weber 《Early education and development》2001,12(4):593-611
The study replicates a previous investigation done with middle class children to examine their conceptions of prerogative and restriction, Weber (1999). For the present study, forty nine first, third and fifth grade children who were primarily African American, were drawn from two public schools in a small aging midwestern industrial city. They participated in two interviews which elicited responses concerning personal prerogative at home and school. The children identified areas of prerogative in both settings. They distinguished between personal and conventional issues at school. Children's claims to prerogative appeared to increase with age, as did the amount of disagreement and conflict over such issues. There appeared to be a flattening out of opportunity at school however, that did not occur at home. Unlike the middle class sample, these children sometimes used prudential and punishment reasoning to justify restrictions. Direct responses from the children clearly indicated that school should be different from home in prerogative offered them. They appeared to accept more narrow and rigid boundaries at school with little reservation. The totality of the children's responses, however, suggests the possibility of more complex attitudes. The flattening of provision at school, combined with some presence of punishment reasoning, suggests that there may be some interesting differences in approach between middle class and working class schools. 相似文献
3.
Two studies examined preschool teacher and child interactions regarding personal, moral, and social-conventional issues in the classroom and the development of personal concepts in young children. In Study 1, 20 preschool classrooms, 10 with 3-year-olds and 10 with 4-year-olds, were observed to assess children's and teachers' interactions regarding personal, moral, social-conventional, and mixed events. Teachers used more direct messages regarding moral and social-conventional events than personal and mixed events. Teachers offered children choices, but they rarely negotiated personal events with children. Children responded with personal choice assertions when adults offered them choices, but adults did not differ in the frequency that they negated or affirmed children's assertions of personal choice. In Study 2, 120 preschool children, nearly evenly divided between males and females at 3, 4, and 5 years of age, were interviewed regarding their conceptions of personal events in the classroom and home. With age, children judged that they should retain control over personal decisions in both contexts. In both judgments and social interactions, teachers and children identified a personal domain in which children can and should make choices about how to structure their activities and assert their independence in the classroom. 相似文献
4.
Russell Tytler 《Research in Science Education》1994,24(1):338-347
A study of primary school children's explanations of a range of phenomena concerning air pressure revealed considerable fluidity
in their use of conceptions. A measure of consistency was developed and applied to children's written and oral explanations
in a range of contexts. While the results showed a general trend with age toward more abstract, ‘generalizable’ conceptions,
the notion of parsimony was found to be problematic on a number of levels. Children do not apply a single conception to a
phenomenon, but rather operate with multiple conceptions in their explanations, complicating the whole notion of consistency.
Moreover, as they develop and apply more advanced conceptions, children inevitably display temporary reductions in consistency.
These findings suggest a rather more complex model of conceptual advance than implied in the literature on ‘conceptual change’.
Specializations: children's science explanations, conceptual change, primary science teacher education, physics education. 相似文献
5.
Angela Anning 《The International Journal of Art & Design Education》2002,21(3):197-208
Children learn to make meanings in communities of practice through interaction with more experienced others. Young children’s strategies for and attitudes to learning are determined by the sociocultural contexts in which they practise those strategies, including learning how to draw within the distinct cultures of home and school. Evidence of meaning making — 2 and 3D representations involving drawing, modelling and play with objects — was collected over one month periods in the Autumns of 98, 99 and 00 from seven young children in home and as they settled into new pre–school and school settings in the North of England. The evidence of the seven children’s meaning making, recorded by photographs and scrap books of their representations, was used as a stimulus in dialogues to elicit parents’ and practitioners’ beliefs about the value and significance of different modes meaning making, including drawing in the contexts of home and school. Their conversations were recorded and transcribed for analysis. Evidence from the perspectives of parents, practitioners and the children was triangulated with evidence of contextual features for learning around the children’s drawings. Episodes from analysis of the data sets will be used to illustrate how the children were inducted into the conventions of ‘school’ drawing whilst often retaining a distinct personal drawing agenda at home. Implications will be drawn for the status and function of drawing in the education of young children in formal and informal learning contexts. 相似文献
6.
7.
The study reported here used a systematic interpretive analysis of young children's spontaneous narratives to investigate the development of their conceptions of the person. We argue that currently predominant approaches to this subject in social cognition research are insufficiently sociocultural and need to be broadened and reoriented (a) to capture the social (rather than purely mentalistic) dimension inherent in any conception of the person, (b) to examine how the development of children's conception of the person involves the selective appropriation of culturally elaborated models of personhood, and therefore (c) to recognize that children develop and employ different conceptions of the person, in ways that are socioculturally patterned. The study examined a body of 598 stories generated by 30 preschool children (5 girls and 5 boys in 3 age cohorts: 3s, 4s, and 5s) through a storytelling and story-acting practice that was a regular (but voluntary) part of their classroom activities for the entire school year. Analyses indicated that in their narratives the girls and boys constructed and elaborated two distinctive gender-related conceptions of the person: girls a socially embedded and interdependent person, who becomes increasingly individuated and self-consciously responsible; boys a separate and agonistic person, who increasingly becomes a stable, autonomous, and self-conscious mental agent. Typologies are presented to delineate and compare the developmental pathways of these two gender-related models of personhood. Some implications for early childhood education are also discussed. 相似文献
8.
The purpose of this research was to describe young pupils' learning conceptions. In this study, a learning conception was defined as a cluster of interrelated beliefs about different aspects of learning. Firstly, 27 pupils, all in the final year of primary school, were interviewed to elicit learning-related issues as being relevant for six-graders. Secondly, a questionnaire, developed on the basis of the outcomes of the interviews, was used to determine the interrelatedness of pupils' beliefs about the selected aspects. The results showed the young pupils to have different beliefs about five aspects of learning: purpose of school; learning orientation; regulation; learning demands; and mental activities. In exploring group differences, three different learning conceptions could be distinguished: a restricted learning conception; a functional learning conception; and a developmental learning conception. The characteristics of these different learning conceptions may be indicative of how young pupils conceive learning-related aspects. 相似文献
9.
Children's conceptions of burning were explored through observation and discussion or a number of challenging phenomena. Analysis
of written responses showed that children's conceptions are both specific and contextually based, and that there is little
coherence in the use of any one conception across phenomena. Progression across the primary school years can be described,
however, in terms of children's growing confidence with the idea of transformation of substances and the analysis relates
this to a model based on changing commitments to the notion of substance defined by properties, rather than history. The conceptual
trajectories described in the study are broadly consistent with previous studies of secondary school children. 相似文献
10.
Angela Anning 《Education 3-13》2013,41(2):32-38
The focus of this article is the role of drawings in the journeys of young children towards literacy. The argument is that young children learn from home contexts a wide range of approaches towards literacy. At school their flexibility in using these approaches is reshaped into narrow versions of literacy based on learning to read, write and become numerate. Children continue to explore alternative modes of representation at home and amongst their peer group in informal learning contexts outside school. The argument is illustrated with examples from a project, which followed the changes in seven young children's drawing behaviours as they made the transition from home to school. It is suggested that we need a radical reappraisal of what it means to be a literate child in 2004; and that the literacy curriculum in early childhood settings needs to be reframed to reflect this reappraisal. 相似文献
11.
This article argues that most contemporary children’s environmental picture books and easy readers published in the United States focus overwhelmingly on individual environmentalist acts and lifestyle changes, overlook the connections between environmental degradation and systemic social problems such as class disparities, and ultimately over-simplify environmental crisis. They typically encourage children to adopt environmentalist behaviors such as recycling that can be performed by individuals or families in the home, school, and local community, but do little to encourage civic engagement that would call into attention the intertwined ideological, economic, and political factors preventing profound environmental change. The analysis then examines several books that notably do inform readers about the larger political and economic issues and place a strong emphasis on environmental justice, a type of environmentalism deeply concerned with issues of race, class, gender, and economic inequality. Such texts are more likely to encourage an environmentalism that combines lifestyle and consumer choices with political activism. We need more books like this, as children’s texts that resign environmental action almost completely to individual choices and behaviors and disassociate environmental crises from their larger constitutive contexts do little to prepare young people for the socio-environmental challenges we face now and in the future. 相似文献
12.
This study assessed links between free-time activities in middle childhood (hobbies, sports, toys and games, outdoor play, reading, television viewing, and hanging out) and school grades, conduct, and depression symptoms both concurrently and 2 years later, in early adolescence. It also explored two mechanisms that might underlie activity-adjustment links: whether the social contexts of children's activities mediate these links, child effects explain these connections, or both. Participants were 198 children (M = 10.9 years, SD = .54 years) in Year 1, and their parents. In home interviews in Years 1 and 3 of the study, mothers rated children's conduct problems, children reported on their depression symptoms, and information was collected on school grades from report cards. In seven evening phone interviews, children reported on the time they spent in free-time activities during the day of the call and their companions in each activity. Links were found between the nature of children's free-time activities and their adjustment. The social contexts of free-time activities explained activity-adjustment links to a limited degree; with respect to child effects, evidence also suggested that better adjusted children became more involved in adaptive activities over time. 相似文献
13.
《Early education and development》2013,24(3):241-252
This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed. 相似文献
14.
Stephanie C. Smith 《The Urban Review》2012,44(5):571-588
There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and the difference between the home culture of low-income children to school codes. However, middle class children learn behavior at home implicitly. This study examines the possibility of low-income children learning school behavior implicitly while at school. The researcher observed two Chicago Head Start centers??one using implicit instruction and one teaching behavior explicitly??over a period of 5?months. Observational data showed that the children that learned school behavior through implicit teaching techniques better internalized school behavior and, by extension, middle class codes. 相似文献
15.
Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers 总被引：1，自引：0，他引：1
This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed. 相似文献
16.
研究采取行为抽样法对86名3-6岁幼儿的同伴冲突行为进行了观察研究。结果表明:幼儿同伴冲突行为存在性别差异;幼儿同伴冲突在游戏活动中分布最多,其次是过渡活动和教学活动,随年龄增长,幼儿同伴冲突在过渡活动中避渐减少,在教学活动中逐渐增加;小班幼儿同伴冲突着眼于物的因素。中、大班幼儿着眼于人的因素,且在大班出现了由游戏争议引起的同伴冲突;幼儿在解决同伴冲突时最常用声明策略和直接对抗策略;幼儿同件冲突绝大多数是自行处理的,很少有教师干预。 相似文献
17.
Adolescents' and parents' conceptions of parental authority 总被引：5，自引：1，他引：5
J G Smetana 《Child development》1988,59(2):321-335
This study assessed adolescents' and parents' conceptions of parental authority. Subjects were 102 children ranging from fifth to twelfth grade (age range = 10.2-18.3 years) from 2-parent families and their parents. They were divided into 4 groups according to children's grade level. Subjects were presented with 15 items pertaining to family transgressions (4 moral, 4 conventional, 3 personal, and 4 multifaceted, containing conventional and personal components). For each act, subjects were asked to judge the legitimacy of parental jurisdiction, justify its wrongness or permissibility, and assess its contingency on parental authority. As expected, all family members treated both moral and conventional issues as more legitimately subject to parental jurisdiction than multifaceted and personal issues. With increasing age of the adolescent, both parents and children became less likely to reason about the multifaceted and personal issues as conventional and sort them as contingent on parental authority; they became more likely to reason about and sort them as under the adolescents' personal jurisdiction. Adolescents at all ages, however, were more likely to reason about the multifaceted and personal issues as personal and sort them as under personal jurisdiction than were parents. Parents were more likely to reason conventionally and sort them as contingent on parental authority than were adolescents. These findings are discussed in terms of research on adolescent development, individuation, and social-cognitive development. 相似文献
18.
Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families 总被引：2，自引：0，他引：2
The first national education goal, school readiness, recognizes a need for young children to be better prepared for entry into elementary school. Many low-income children exhibit a pattern of underachievement in school mathematics. Research has revealed a developmental gap between low-income preschool children and their middle-class peers with respect to the extent of their numerical knowledge. Research has also found that many low-income children do not receive a broad base of support for mathematical development at home or in preschool. In each of two studies, we conducted a bi-generation (parent and child) mathematics intervention with Head Start families. The intervention was designed to enhance parental support for pre-kindergarten children's mathematical development. It was found that low-income parents were willing and able to support this area of their children's development once they were provided with the training to do so. The support that parents provided to their children through the intervention was clearly effective in enhancing the development of children's informal mathematical knowledge. Intervention children developed more extensive mathematical knowledge than a comparison group of low-income children. Thus, an important step toward achieving the school readiness goal can be taken by fostering low- income parents' support for young children's mathematical development. 相似文献
19.
Ikerne Aguirre-Bielschowsky Claire Freeman Eva Vass 《Environmental Education Research》2012,18(1):91-115
This paper investigates Mexican and New Zealand children’s conception of the environment and their understandings of environmental issues, focusing on how personal experiences, culture and school-based environmental education (EE) programmes influence their perspectives. Sixty Year 5 children (age 9–11) from three schools in Dunedin (New Zealand) and three schools from Ensenada (Mexico), their teachers and school principals were interviewed. The study found that children from both cities had limited opportunities for contact with nature. Most children understood the environment as nature, and did not typically link environmental problems to human activities or social causes. Rarely were children critical of the effect of socio-economic structure on the environment. The analysis shows that children’s understandings of the environment are connected to their personal experiences and mediated by culture. Children from Ensenada had a more global perspective on environmental issues but a more passive attitude towards their local environment, participating in fewer environmental activities than children from Dunedin. In both countries, children from schools with an EE programme did translate environmental practices learnt at school into environmental practices at home. Based on our results, EE could be improved by considering the cultural context, enhancing children’s contact with nature, encouraging critical thinking and more environmental activities. 相似文献
20.
This study examined children's conceptions of and expectations for their future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Two cohorts, 151 former Head Start children completing kindergarten, and 171 children completing Head Start, were assessed. Two major themes in children's conceptions of school emerged: play and the cognitive or learning environment. Children realistically talked about the work of school becoming less play centered, more difficult, and more centered on academics as they moved from grade to grade. Children in the Demonstration group in both cohorts gave significantly more responses to the questions than those in the Comparison. Children's expectations for their future schooling were optimistic. There were several small but significant correlations between children's conceptions and expectations for school and their academic achievement as measured by subtests of the Wood-cock-Johnson-R. 相似文献