Understanding Nonsocial Play in Early Childhood     

Alicia?J.?LuckeyEmail author  Richard A.?Fabes 《Early Childhood Education Journal》2005,33(2):67-72

Nonsocial play continues to be perceived as a behavior that is detrimental young children’s development. The research evidence in this area is mixed but lends itself to a more positive view of nonsocial play. Despite the substantial amount of literature available, the terminology used fails to be consistent and may prove to be distracting and confusing to practitioners and caregivers. This paper reviews the current literature on young children’s nonsocial play. Distinctions among different types of nonsocial play are identified, as well as some reasons children engage in these activities. By developing a better understanding of the role of nonsocial play in early childhood, caregivers may better understand when children need their help in promoting more social types of play and when intervention may or may not be necessary.  相似文献   

Enabling international student families: new empiricisms and posthumanist entanglements in higher education     

Penelope Pitt  Julianne Moss 《Teaching in Higher Education》2019,24(5):709-722

ABSTRACT

This paper presents research on movements involved in the lives of international university students and their accompanying family members. Located in the framing of new empiricisms and new materialisms, a posthumanist approach is offered as a way to move beyond the limitations of a focus on the educational mobilities of individualised self-contained student subjects. The research this paper draws on engages a diffractive visual methodology involving interview encounters with women who each moved from Iran to Australia together with their partner and children. A materialist feminist approach enables the consideration of how a variety of entangled movements and animated affects shape the lives of international student families. The utility of this approach becomes the inspiration for thinking through the concept of ‘intra-active becoming in movement’. This brings a refreshed set of practices for designing higher education experiences for international students that resists the divisiveness of binary oppositions in Western thought.  相似文献   

Student See Versus Student Do: A Comparative Study of Two Online Tutorials     

Ilana Stonebraker  M. Brooke Robertshaw  Jennifer D. Moss 《TechTrends》2016,60(2):176-182

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Working Towards Building Cultures of Peace: A Primer for Students and New Professionals     

Scott L. Moeschberger  Alicia Ordóñez 《International journal for the advancement of counseling》2003,25(4):317-323

As the counseling profession moves into the 21st century, counselors and psychologists are increasingly expanding their roles in the reduction of violence across settings. For students and new professionals, this new horizon of needs and opportunities can create some role confusion as traditional direct service functions of individual and group therapy are evolving into indirect services that focus on broader interventions to help create peace. This article seeks to contribute a foundational guide for readers interested in peace psychology. The article provides a brief overview of the peace psychology movement, current trends, and informational sources. It reflects on factors that influence the decision to get involved and provides possible ways to participate in social action, as well as citing a personal example of how one student got involved in building cultures of peace within an international setting.  相似文献   

The film of the picture book: Raymond Briggs's ‘The Snowman’ as progressive and regressive texts     

Geoff Moss 《Children‘s Literature in Education》1991,22(3):195-204

He has contributed to theChildren's Literature Association Quarterly, and his work relating critical theory to experimental texts for children will appear in the forthcomingChildren's Literature: Contemporary Criticism, edited by Peter Hunt.  相似文献   

Belief, Doubt and Reason: C. S. Peirce on education     

Donald J.  Cunningham  James B.  Schreiber & Connie M.  Moss 《Educational Philosophy and Theory》2005,37(2):177-189

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Diversity study circles in teacher education practice: An experiential learning project     

Glenda Moss 《Teaching and Teacher Education》2008

This paper addresses the dilemma of trying to prepare primarily white preservice teachers for educational arenas in which they will interface with students of colour and many who are socially disadvantaged. This paper describes how diversity study circles can be integrated as integral to education that is multicultural in the development of preservice teachers’ critical self-reflection as a bridge to developing a critical lens for classroom practice and a democratic society.  相似文献   

Birth order and sex of sibling as determinants of mother-infant interaction.     

B S Jacobs  H A Moss 《Child development》1976,47(2):315-322

Mother-infant interaction was assessed on 32 first- and second-born siblings when each was 3 months old. Data were colleted during 2 6-hour naturalistic home observations using a modified time-sampling technique. The sample consisted of 4 equal-size subgroups of same and opposite sex sibling pairs. Results suggested that interaction between a mother and her infant varied depending on the birth order and gender of the infant. Mothers spent significantly less time in social, affectionate, and caretaking interaction (except for feeding activities) with their second borns than they had with their firstborns; this difference was greater if the second born was female. Certain patterns of maternal behaviors appeared to be stable from one sibling to the other. Different types of interaction between the mothers and their younger infants were related to attention-seeking behavior in the firstborn male and female siblings.  相似文献   

The Standardization Approach to Assessing Comprehensive Differential Item Functioning   总被引：1，自引：0，他引：1  

Neil J. Dorans  Alicia P. Schmitt  Carole A. Bleistein 《Journal of Educational Measurement》1992,29(4):309-319

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Can We Be Scientists Too? Secondary Students' Perceptions of Scientific Research from a Project-Based Classroom     

Moss  David M.  Abrams  Eleanor D.  Kull  Judith A. 《Journal of Science Education and Technology》1998,7(2):149-161

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