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Emmanuelle Jasmin Anne Gauthier Marjorie Julien Caroline Hui 《Early Childhood Education Journal》2018,46(1):73-82
This paper presents a synthesis of current knowledge about occupational therapy in preschools (for 3–6 year olds) in order to provide a better understanding of this field of practice and to guide the implementation or programming of this service. In the literature, occupational therapy in preschools has been documented mainly in the USA. Results revealed that this service helped all children, with and without difficulties, to improve their skills, especially fine motor and graphomotor skills, and their participation in educational and daily living activities. Occupational therapy also had positive effects on teachers, parents and services. A service delivery model based on Response-to-Intervention or collaborative model should guide the implementation or programming of occupational therapy in preschools, with the focus on prevention/health promotion, screening and early intervention as well as school inclusion and success. Future studies are needed to determine the best intervention approaches and methods to improve children’s motor skills and self-regulation in inclusive preschool settings. 相似文献
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Helena P. Osana Katarzyna Przednowek Allyson Cooperman Emmanuelle Adrien 《Journal of Experimental Education》2018,86(2):154-172
The effects of prior encodings of manipulatives (red and blue plastic chips) on children's ability to use them as representations of quantity were tested. First graders (N = 73) were assigned to four conditions in which the encoding of plastic chips was experimentally manipulated. All children then participated in an addition activity that relied on the chips' quantitative representations. Children who were given quantitative encodings were better able to use the chips with meaning relative to those who played with them during the encoding phase. Children who perceived the chips as toys after encoding were similarly hindered on their ability to use them as quantities. The findings suggest that prior encodings are predictive of children's quantitative representations of manipulatives. 相似文献
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Vignoli Emmanuelle Nils Frédéric Parmentier Michaël Mallet Pascal Rimé Bernard 《International Journal for Educational and Vocational Guidance》2020,20(3):567-589
International Journal for Educational and Vocational Guidance - Adolescents (N = 359) completed a self-report questionnaire assessing the emotional impact of an... 相似文献
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Emmanuelle Neuville Jean-Claude Croizet 《European Journal of Psychology of Education - EJPE》2007,22(3):307-316
Can the salience of gender identity affect the math performance of 7–8 year old girls? Third-grade girls and boys were required to solve arthmetical problems of varied difficulty. Prior to the test, one half of the participants had their gender identity activated. Results showed that activation of gender identity affected girls’ performance but not boys. When their gender was activated as opposed to when it was not, girls solved more problems when the material was less difficult but underperformed on the difficult problems. Results are discussed with regard to the stereotype threat literature. 相似文献
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In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the philosophy of listening. These tenets are explored in relation to the five curricular units for secondary schools that they produced as part of a large oral history project that documents the life stories of Montrealers displaced by war, genocide and other human rights violation. The pedagogy of listening aims to: promote more democratic relations, build a listening community and foster close and attentive listening, develop an ethics of listening, support critical reflexive practice and movement towards social action, explore the multitude of listenings, explore listening as curation and foster students’ historical imaginations. 相似文献