Scaffolding young children’s understanding of symbolic objects     

Olga Peralta  Analía Salsa  María del Rosario Maita  Florencia Mareovich 《Early Years: An International Journal of Research and Development》2013,33(3):266-274

Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic play, still little is known concerning the role of this factor in the comprehension of symbolic objects. The purpose of this article is to illustrate with an overview of the results of the authors’ research how instruction scaffolds the comprehension and use of symbolic objects. In this framework instruction is conceived as a process that mediates the skills that children develop and meanings they build. Some educational implications are discussed.  相似文献   

Young children category learning: a training study     

Andrea Sabina Taverna  Olga Alicia Peralta 《European Journal of Psychology of Education - EJPE》2013,28(3):599-617

From an integrative approach, this work focuses on the role of conceptual mechanisms, such as comparison and conceptual-based inference, and sociopragmatic support in young children's taxonomic categorization. “Experiment 1” assessed whether 3-, 4-, and 6-year-old children succeed in detecting taxonomic relations on their own. A clear developmental trend was found: 6-year-olds succeeded, whereas 4- and 3-year-olds relied primarily on perceptually based categories. “Experiment 2” assessed if 3-year-olds are able to change their perceptual response into a taxonomic categorization as a function of the co-occurrence of contingent category information and feedback in an interactive process with an adult (experimenter). A pretest–posttest training study compared 3-year-olds' performance in four conditions: comparison, conceptual-based, information-only, and feedback-only. A perceptual–totaxonomic shift was found only in the comparison and conceptual-based training groups. Children who only received either category information or corrective feedback did not make such a shift. The results show that social interaction with supportive adults is a mechanism that drives conceptual understanding in early childhood.  相似文献   

The Role of Sex of Peers and Gender‐Typed Activities in Young Children's Peer Affiliative Networks: A Longitudinal Analysis of Selection and Influence     

Carol Lynn Martin  Olga Kornienko  David R. Schaefer  Laura D. Hanish  Richard A. Fabes  Priscilla Goble 《Child development》2013,84(3):921-937

A stochastic actor‐based model was used to investigate the origins of sex segregation by examining how similarity in sex of peers and time spent in gender‐typed activities affected affiliation network selection and how peers influenced children's (N = 292; M_age = 4.3 years) activity involvement. Gender had powerful effects on interactions through direct and indirect pathways. Children selected playmates of the same sex and with similar levels of gender‐typed activities. Selection based on gender‐typed activities partially mediated selection based on sex of peers. Children influenced one another's engagement in gender‐typed activities. When mechanisms producing sex segregation were compared, the largest contributor was selection based on sex of peers; less was due to activity‐based selection and peer influence. Implications for sex segregation and gender development are discussed.  相似文献   

More Adventures with “Little Corporations”     

Olga Leap 《Clearing house (Menasha, Wis.)》2013,86(4):204-207

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Guide to the identification and acquisition of Canadian government publications: Provinces and territories: Second Edition By Catherine A. Pross Halifax,Nova Scotia: Dalhousie University Libraries and Dalhousie University School of Library Service, 1983, 103 pages, $10.00. ISBN 0-7703-0165-7. C83-090027-6.     

Olga B. Bishop 《Government Information Quarterly》1984,1(4):456-457

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Twelve years of access to electronic serials in Russia: Results and perspectives     

Olga Moskaleva 《期刊图书馆员》2017,73(3-4):305-326

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Supporting computer-mediated learning: A case study in online staff development and classroom learning environment assessment     

Luis Miguel Villar Angulo  Olga María Alegre de la Rosa 《Learning Environments Research》2008,11(3):211-226

The rapid growth of online learning has led to the development of staff inservice evaluation models that are geared towards improving degree programs. Based on best practices in student online assessment, the Online Faculty Development and Classroom Learning Environment Assessment course was designed to serve the dual purpose of staff development and classroom learning environment assessment. Results of analyses showed that the course maximised the potential of online staff development for encouraging staff to reflect on Curriculum and Teaching Capacities (CTC). Implications are discussed in terms of emphasising the process of online CTC learning and incorporating perspectives to capture a comprehensive view of staff teaching attitudes and their association with student perceptions of the classroom learning environment.  相似文献   

The impact of theories of 'New Public Management' on the provision of support services for low-incidence special needs     

Olga Miller 《欧洲特需教育杂志》2013,28(1):67-75

This short report examines the impact of changes of government policy within England and Wales on the organization and provision of support services to pupils with a low-incidence disability. The specific case of support for pupils who are visually impaired is explored against a framework based on theories of ‘New Public Management’.  相似文献   

Team cohesion and ethnic–cultural identity in adolescent migrant athletes     

Eleftheria Morela  Antonis Hatzigeorgiadis  Olga Kouli  Anne-Marie Elbe  Xavier Sanchez 《Int J Intercult Relat》2013

The purpose of this study was to examine the role of sport participation in the social integration of adolescents with non-dominant ethnic and cultural backgrounds. In particular, this study investigated the relationship between team cohesion and ethnic–cultural identity. Participants were 83 young migrant athletes (mean age 15.60 years). Participants completed the Ethnic/Cultural Identity Salience Questionnaire and the Youth Sport Environment Questionnaire. Regression analyses showed that cohesion negatively predicted feelings of fringe and lack of interaction. Our findings suggest that sport participation, particularly in cohesive teams, can facilitate the development of adaptive identity toward the goal of social integration in migrant adolescents.  相似文献   

L. V. Shcherba: a ‘new slant’ on modern foreign languages in the school curriculum?     

Olga Campbell-Thomson 《Curriculum Journal》2017,28(4):446-478

In this paper, I offer a critical reflection on the thesis of the general educational value of foreign languages developed by Russian linguist Lev Vladimirovich Shcherba. I do so against the background of current debates on the positioning of foreign languages in the school curriculum in the United Kingdom (UK). I argue that Shcherba's thesis, which was developed almost a century ago, retains its currency and can make an important contribution to the on-going discussion on the value of foreign languages in UK schools. The paper outlines Shcherba's scholarly explorations in general linguistics which underpin his arguments in favour of the inclusion of foreign languages in the basic school curriculum. The conception of language as a system immanently positioned in social experience assigns the foundational role to language in the literacy project. The conscious analytic processing of language phenomena is viewed as an essential pre-condition of literacy, and foreign languages are shown to be instrumental in developing such an analytic capacity of mind. Shcherba's argumentation reflects a comprehensive and interdisciplinary approach, both to foreign language education and to curriculum matters, and merits the attention of language practitioners, educationalists and policy-makers alike.  相似文献