Pre‐school Home Visiting Projects: a case study of mothers’ expectations and experiences     

Rosalind Edwards 《Gender and education》1989,1(2):165-181

Since the 1970s there has been a steady growth in the use of preschool home visiting schemes by a diversity of statutory and voluntary agencies, working with families (commonly mothers and their children) who are either themselves labelled disadvantaged or live in areas which have been termed ones of multiple disadvantage. The schemes appear to have followed individual patterns. However, it will be argued that there are two themes common to them all: ‘education for prevention’ and ‘participation’. This paper seeks to critically examine these themes in the light of their concentration upon working‐class mothers, and to consider, through a case study of one such scheme, the perspectives of the mothers receiving the services.  相似文献   

Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test     

Susan Edwards  Andrea Nolan  Michael Henderson  Helen Skouteris  Ana Mantilla  Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335

Abstract

Advancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.  相似文献   

Young children learning about well-being and environmental education in the early years: a funds of knowledge approach     

Susan Edwards  Helen Skouteris  Amy Cutter-Mackenzie  Leonie Rutherford  Mandy O’Conner  Ana Mantilla 《Early Years: An International Journal of Research and Development》2016,36(1):33-50

Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.  相似文献   

Development of sex-trait stereotypes among young children in the United Staes, England, and Ireland     

D L Best  J E Williams  J M Cloud  S W Davis  L S Robertson  J R Edwards  H Giles  J Fowles 《Child development》1977,48(4):1375-1384

The Sex Stereotype Measure II (SSM II), a 32-item revision of the Williams, Bennett, and Best Sex Stereotype Measure, was developed to assess children's knowledge of conventional, sex-trait stereotypes defined by American university students. The procedure employed brief stories and human figure silhouettes which were individually administered to 5- and 8-year-old children in the United States, England, and Ireland and group administered to 11-year-olds in the United States. In the United States, knowledge of sex-trait stereotypes was found to develop in a linear fashion between the ages of 5 and 11, with more male traits than female traits being known at each age level. Cross-nationally, there was a high degree of similarity in the nature of the sex stereotypes being learned by the children in the 3 countries, although the rate of learning appeared slower among the Irish children. In all countries there was a clear progression in sex-stereotype learning from age 5 to age 8. English boys had greater knowledge of stereotypes than English girls, but this was not true in Ireland and the United States. Generally, knowledge of male stereotype traits appeared to develop earlier while knowledge of the female traits increased more rapidly between ages 5 and 8. The similarity in sex-stereotype learning in the 3 countries is discussed, and studies in progress in other countries of greater cultural diversity are noted.  相似文献   

“Same/different” symbol use by pigeons     

Charles A. Edwards  Joyce A. Jagielo  Thomas R. Zentall 《Learning & behavior》1983,11(3):349-355

Pigeons learned to respond at one spatial position when a pair of stimuli matched and at a different spatial position when they mismatched. All birds were then transferred to novel stimuli on an orthogonal dimension. For the positive-transfer group, the correct positions for matching and mismatching stimuli remained as they were during training. For the negative-transfer group, the correct positions were reversed. In Experiment 1, the birds were trained with shape stimuli and transferred to hue stimuli. Significant group differences were found, in spite of considerable stimulus-specific learning. In Experiment 2, when the same birds (counterbalanced for Experiment 1 transfer group) were transferred to steady-intermittent stimuli, even larger group differences were found. The data indicate that pigeons have some capacity for representing the concepts “same” and “different” with arbitrary stimuli (i.e., symbols). The data further suggest that distinctions that have been made between matching/oddity transfer tasks and same/different tasks may be procedural rather than conceptual.  相似文献   

A Role for Music Therapy in Special Education     

Barbara Daveson  Jane Edwards 《International Journal of Disability, Development & Education》1998,45(4):449-457

Music therapy is the planned use of music to achieve therapeutic aims. This article outlines the role and application of music therapy in special education with reference to findings documented in recent research and practice literature. Music therapy in Australia is practised in medical contexts (e.g., nursing homes, hospice care, hospitals) and education contexts (e.g., special schools, regular schools, and special education development units). Music therapists also work in private practice or in community programs.  相似文献   

Factors that influence teachers learning to do interviews to understand students' mathematical understandings     

M. Kathleen Heid  Glendon W. Blume  Rose Mary Zbiek  Barbara S. Edwards 《Educational Studies in Mathematics》1998,37(3):223-249

Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

A Society of Signs? Mediating a Learning Society     

Richard Edwards  & Robin Usher 《British Journal of Educational Studies》1999,47(3):261-274

This article critiques certain notions of a learning society. These are framed largely in economic and humanist frameworks of competitiveness and social exclusion. This overlooks the implications of information, communications and media technologies, and the linguistic turn in social theory. These suggest a learning society can be framed as a 'society of signs' Some of the possible implications of the latter are outlined.  相似文献   

Seasonal variation in physical activity among preschool children in a northern Canadian city     

Carson V  Spence JC  Cutumisu N  Boule N  Edwards J 《Research quarterly for exercise and sport》2010,81(4):392-399

Little research has examined seasonal differences in physical activity (PA) levels among children. Proxy reports of PA were completed by 1,715 parents on their children in Edmonton, Alberta, Canada. Total PA (TPA) minutes were calculated, and each participant was classified as active, somewhat active, or inactive. Logistic regression models were conducted to examine associations between PA status and seasons. Significant seasonal differences were observed for TPA, weekday PA, weekend PA, and active play. Children were significantly more likely to be physically active in the summer and spring and somewhat physically active in the summer and fall, relative to winter Children living in cold climates are less likely to be physically active in the winter.  相似文献   

A choice theory teaching and learning model for working with children of prisoners     

Oliver W. Edwards 《Educational Psychology in Practice》2009,25(3):259-270

The prison population has increased substantially in countries around the world and significant numbers of these prisoners are parents. Children of prisoners experience separation from the imprisoned parent. The separation and precursors to the separation often diminish these children's social‐emotional and educational well‐being. In this paper, the social‐emotional and educational functioning of children of prisoners is examined. Additionally, choice theory is described as a relevant theoretical teaching and learning model to facilitate the children's school‐related functioning.  相似文献