共查询到20条相似文献，搜索用时 15 毫秒
1.
《International Journal of Educational Development》2002,22(2):169-180
Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with pre-school education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed. 相似文献
2.
We study the effects of preschool attendance on children’s schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children’s literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania). 相似文献
3.
Dilek Altun 《Early Childhood Education Journal》2018,46(6):629-642
Oral language provides a foundation for reading comprehension. Story comprehension is a fundamental oral language skill; it covers making inferences, identifying main ideas, monitoring, perspective-taking, and applying working memory capacity. Complex reasoning and perspective-taking are key factors in deep reading comprehension. Preliterate children’s deeper story comprehension skills can be initial indicators of their later reading comprehension. Thus, the purpose of this research is to investigate preliterate preschool children’s story comprehension skills in detail. This study focuses on the additional multimedia features of digital storybooks and whether they hinder or promote young children’s explicit and implicit comprehension in a small group reading activity. The findings revealed that (a) children in the multimedia-enhanced storybook group outperformed the print storybook group in terms of both explicit and implicit story comprehension, (b) explicit story comprehension was higher than implicit story comprehension for both groups, and (c) the children recalled significantly more story elements and the length of the story retellings was greater with the aid of animated illustrations. The findings indicate that a digital storybook provides close temporal contiguity of text and visuals and may enhance story understanding by concretizing the narration. The study provides evidence that multimedia stories can foster children’s implicit story comprehension and inferential thinking about the content of the story. 相似文献
4.
《Education 3-13》2012,40(1):118-130
ABSTRACTIn Lao People’s Democratic Republic, two streams exist in pre-primary education, the standard three-year and a one-year preparatory class called ‘Grade Zero system’. This research aims to investigate the introduction of the Grade 0 system, one-year pre-primary class, and its impact on ethnic minority children in rural villages of Lao PDR. The research methodology included qualitative research comprising interviews with villagers, school authorities, and an officer of the local education office and observations carried out at schools in rural villages. The results show Grade 0 has been introduced in accordance with the circumstances of attached primary schools; more specifically, small villages with incomplete schools offer Grade 0 because they can’t possess three years pre-primary education. Moreover, Grade 0 plays an important role in the acquisition of Lao language when entering primary school. For instance, the repetition rate greatly improved due to the adequate preparation period. Grade 0 is an effective system in bridging the gap in primary schools, especially for minority children whose linguistic and cultural background is different from majority. As pre-primary education has finally been considered important, more international study projects will be essential, such as contemplating the construction of schools, teacher trainings, and bilingual education. 相似文献
5.
Ninger Zhou Aman Yadav 《Educational technology research and development : ETR & D》2017,65(6):1523-1545
The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks. 相似文献
6.
《Australian Journal of Learning Difficulties》2013,18(2):85-110
Children with weak oral language skills are at risk of experiencing difficulty with early literacy acquisition. Intensive small group intervention during the pre-primary year has the potential to improve children's success in developing emergent literacy skills. Education assistants are a potentially powerful resource for supporting students at educational risk. In this study, education assistants at four schools were trained to provide a daily half-hour emergent literacy program to pre-primary students with low oral language skills. The program focused on developing phonological awareness, letter-sound knowledge and vocabulary using both explicit and in-context (embedded) learning activities. The students undertaking the program made significant gains on early language and literacy measures. Case studies are presented that illustrate the strengths and limitations of the intervention for children and schools. 相似文献
7.
The present study examines how the overall cognitive achievements in science of the younger children in a class where the students work in small multi-age groups are influenced by the number of older children in the groups. The context of the study was early-years education. The study has two parts: The first part involved classes attended by pre-primary children aged 4-6. The second part included one primary class attended by students aged 6-8 in addition to the pre-primary classes. Students were involved in inquiry-based science activities. Two sources of data were used: Lesson recordings and children’s assessments. The data from both sources were separately analyzed and the findings plotted. The resulting graphs indicate a linear relationship between the overall performance of the younger children in a class and the number of older ones participating in the groups in each class. It seems that the age composition of the groups can significantly affect the overall cognitive achievements of the younger children and preferentially determines the time within which this factor reaches its maximum value. The findings can be utilized in deciding the age composition of small groups in a class with the aim of facilitating the younger children’s learning in science. 相似文献
8.
Zoyah Kinkead-Clark 《International Journal of Early Years Education》2015,23(1):67-82
The aim of this small-scale, qualitative study is to understand the perspective of varying stakeholders responsible for student transitions from pre-primary to primary school in the Jamaican context. The questions that guided the research are: What factors affect student transitions to primary school? What skills do children need in order to successfully transition? and Who/what is responsible for preparing students to transition from pre-primary to primary school? To answer these questions a representative from the Early Childhood Commission, 13 parents and 16 Grade 1 teachers from 12 schools across the island of Jamaica were interviewed. Findings reveal that student transitions from pre-primary to primary school need systematic attention particularly in light of how this impacts on student success, not only in primary school, but in their secondary years as well. The data also reveal that a major issue affecting student transitions is the quality of pre-primary education and parenting practices in the early years. Also highlighted are the differing perspectives of teachers and parents on the skills needed for success in primary school. Parenting programmes and professional development for both parents and teachers, respectively, are critical if strides are to be made. 相似文献
9.
To reduce the high repetition rates in early years of primary school, the government of Cambodia piloted a school readiness program (SRP) in the first two months of Grade 1 of primary school. This study examines whether such intervention has effects on students’ immediate acquisition of school readiness skills as well as students’ longer term achievement of formal curriculum. The study finds that children who participated in SRP outperform children that did not participate in both outcomes, controlling for pretest score and background variables. The findings suggest that the intervention may be one alternative model to preschools in countries where access to pre-primary education is limited. 相似文献
10.
汪静 《佳木斯教育学院学报》2012,(9):250-250
多媒体课件以其画面丰富、声形并茂、生动有趣等特点,比较符合幼儿的心理特点、年龄特征,如今被越来越多的教师所接受。教师们也都喜欢运用多媒体来开展教育教学活动,在活动中也感受到了多媒体给教学活动带来诸多益处。但我们都知道,一个好的多媒体课件不仅能激发幼儿的学习兴趣,挖掘幼儿的学习潜能,最重要的是能培养幼儿良好的学习习惯,使孩子终身受益。 相似文献
11.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献
12.
李妙兰 《乐山师范学院学报》2014,(1):130-133
师范生是基础教育的生力军,其教学技能直接影响基础教育的质量。师范生教学技能大赛暴露出师范生在教学设计、课堂教学、说课、多媒体运用等方面技能存在许多不足。从中得到职前教师教育的启示：优化教育理论课程体系,提升师范生现代教育理论水平;重视教育实践课程,加强教师教学技能的有针对性训练;加强高师教师专业技能培养与地方中小学之间的合作;广泛开展说课活动,加强说课的理论与实践;加强信息技术与教学实际的联系,提高信息技术与课程整合的能力。 相似文献
13.
Elspeth Brooks 《Education 3-13》2018,46(2):143-156
Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0–5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policy-makers regarding the need for coherent policy concerning the purpose of ECEC, with practitioner training and a framework aligned fully with that policy. A larger study is indicated. 相似文献
14.
This article investigates to what extent disrupted schooling and dropout affects children’s acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries’ remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level. 相似文献
15.
In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors’ perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers’ understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb’s experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes. They also gained more comprehensive understanding of primary school teachers’ possibilities to develop children’s language skills every day and in all subjects. 相似文献
16.
This article deals with the discourses and practices employed by families involved in school choice processes in the city of Barcelona (Spain). It draws upon a study conducted by the authors in 2008/09, and it is based on surveys completed by a representative sample made up of 3245 families, as well as 60 in-depth interviews with families with children at the age of commencing universal pre-primary education (three years old). Firstly, the article focuses on the types of concerns and pressures that families experience when choosing a school for their child. Secondly, we analyse the level and type of knowledge that parents have at their disposal about the field of school choice, as well as how they use and benefit from available information channels. Finally, we identify three unequal positions in which families find themselves when negotiating the field of school choice: ‘maximising’, ‘guaranteeing’ and ‘displaced’. These positions are, in turn, directly related to families’ locations in the social structure, which are also unequal. 相似文献
17.
Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. In addition, child gender and parental education together moderated the effects of children’s anxious/depressed problems and parent-reported social behaviors on children’s preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children’s preacademic development . In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children’s social-emotional and cognitive competence. 相似文献
18.
Teemu Leinonen Marjo Virnes Iida Hietala Jaana Brinck 《The International Journal of Art & Design Education》2020,39(3):600-615
In recent years, digital fabrication, and especially its associated activities of 3D design and printing, have taken root in school education as curriculum‐based and maker‐oriented learning activities. This article explores the adoption of 3D design and printing for learning by fourth, fifth and sixth grade children (n=64) in multidisciplinary learning modules in elementary school education. School‐coordinated 3D projects were not led by design experts, such as art and design teachers, designers, researchers or technical specialists, but run ‘in the wild’ by school teachers. The study was conducted by using an ethnographic research design, including field observations, non‐formal interviews and a reflective questionnaire. The results indicate that, in the adoption of 3D printing activities, learning is centred on the technical skills and the usage of 3D tools. Hence, the elementary ABCs of 3D printing do not achieve the full design and creativity potential of digital fabrication that earlier research has suggested. However, the results do have implications for the potential of 3D printing projects to increase children’s empowerment. In their current state, 3D design and printing are some of the learning tools, among others, and similar achievements can be achieved with other hands‐on learning technologies. In order to enhance the learning of creativity and design thinking skills, 3D activities in school should be planned accordingly. 相似文献
19.
当今社会,职业技术教育影响着社会经济发展的各个领域,职业技术教育是提高人才技能素质的主要途径,职业技术教育是高等教育的有效补充,它将成为人们职业生涯中不可或缺的部分。发展职业教育是提高我国国际竞争力的保障,搞好职业教育是缓解就业压力、维持社会稳定的关键。 相似文献
20.
Paula Lyytinen Marja -Leena Laakso Anna -Maija Poikkeus 《European Journal of Psychology of Education - EJPE》1998,13(3):297-308
The relationships between parents’ age, education, literacy activities and shared reading with the child and children’s language skills and early interest in books were examined in a longitudinal study of 108 children. Parents reported on their children’s lexical and grammatical development by using the MacArthur Communicative Development Inventories (the CDIs) at the ages of 14 and 24 months. The Bayley Scales of Infant Development were administered to the children in a laboratory setting at 24 months. Information on parental background variables was obtained through a questionnaire before the children’s birth. Book reading habits were inquired when the children were 2 years of age. Mothers’ education, literacy activities and shared reading with the child were shown to be more strongly associated with the 2-year-olds’ lexical and grammatical skills than were those of father. A corresponding association to parental background variables emerged regardless of whether parental report data or scores on the structured test were employed as the child language measure. Shared reading with the father was found to be linked to children’s early interest in books. The children who exhibited greater interest in books were likely to be read to by mothers and fathers more frequently than other children. These children also had larger vocabularies than did children with low interest in books. The role of endogenous and exogenous variables in explaining children’s language skills and early book reading interest are discussed. 相似文献