Transition: A Universal Issue     

Carl Wassell  Pauline Preston  Helen Jones 《Pastoral Care in Education》2007,25(1):49-53

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Promoting Empathy and Developing Caring Readers     

Pauline Davey Zeece 《Early Childhood Education Journal》2004,31(3):193-199

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Books for children look world-it's me     

Pauline Davey Zeece 《Early Childhood Education Journal》1994,22(1):34-37

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How you say it counts     

Pauline Mcdonald 《Early Childhood Education Journal》1979,6(3):12-13

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Recipe     

Tiphaine and  Pauline 《海外英语》2010,(11):24-24

法国除了浪漫之外,其美食也是举世闻名的,然而,一顿法国大餐往往所费不菲。小编在这里带您体验法式美食的做法,不妨回家试试,既美味又省钱。  相似文献   

Linking Life and Literature in Early Childhood Settings     

Pauline Davey Zeece 《Early Childhood Education Journal》2008,35(6):565-569

Using an example of a toddler’s developing understanding of an apple, this article illustrates how children integrate all elements in their interpersonal and built environments to support their emerging literacy skills. Otto (2007) and others provide evidence from emergent literacy research that documents observations and exploration by infants, toddlers, and young children and suggest that the ways in which children participate in early literature-related activities influence the knowledge they construct. Twenty-two children’s books—including five for apple discoverers—are recommended and reviewed.  相似文献   

When is a Frog a Book or a Book a Frog?     

Pauline Davey Zeece 《Early Childhood Education Journal》2008,36(3):275-279

During early childhood, children adopt a design-based conception of books with increasing consistency. It is not clear if or how young children spontaneously indentify the myriad of commercially produced, book-related props, toys, and other materials as support for their early literacy activities. Guidelines for evaluating these supplementary materials are presented and thirteen books are reviewed and recommended.  相似文献   

Laughing all the way: Humor in children's books     

Pauline Davey Zeece 《Early Childhood Education Journal》1995,23(2):93-97

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Understanding of the alphabetic principle through invented spelling among hearing‐impaired children learning to read and write: experimentation with a pedagogical approach     

Pauline Sirois  Andrée Boisclair  Jocelyne Giasson 《Journal of Research in Reading》2008,31(4):339-358

Given the problems experienced by hearing‐impaired individuals in learning the written language, a pedagogical approach was tested. The study examined the links between the development of representations of alphabetic system and the results in reading and writing of first graders. In the study, there were 31 hearing‐impaired children and 25 hearing ones. Invented spelling was measured three times during the school year. Reading and writing tests were given at the end of the year. The results obtained revealed a similarity between the learning profile of the hearing‐impaired children and that of the hearing children. It also demonstrated the importance of the work done through invented spelling, among the hearing‐impaired children. Thus, like their hearing peers, hearing‐impaired children are able to use procedures to process the written word based on the alphabetic principle, but continuous support‐implying invented spelling constantly adjusted to the progression of their representations must be provided.  相似文献   

FORUM: Toward a Politics of Place-Based Science Education     

Glen Aikenhead  Angela Barton Calabrese  Pauline W. U. Chinn 《Cultural Studies of Science Education》2006,1(2):403-416

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