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Liz Brooker 《International Journal of Early Years Education》2003,11(2):117-128
This paper discusses one aspect of the findings from an ethnographic study of the ways in which four-year-old children learn, and are taught, at home and in their Reception class. The children were from two distinctive cultural backgrounds within the same urban neighbourhood: one-half belonged to UK ('Anglo') families, and one-half to families from Bangladesh. They were observed and assessed throughout their first school year, and additional data were collected from interviews with parents, practitioners and the children themselves. Analysis of the data suggested that one way of understanding the variation in the children's experiences was through the ethnotheories, or cultural belief systems, of their home communities--such as their parents' concepts of childhood, and their theories of intelligence and instruction. The paper argues that such differences in children's home preparation have consequences for their school experience, and carry implications for their school providers. The study of parental ethnotheories, therefore, may help to explain, and alleviate, the differences in school achievement of children from diverse backgrounds. However, accessing respondents' personal theories presents both ethical and methodological problems, particularly when the researcher is working with socially disadvantaged groups. La recherche dans les ethnothe´ories parentales, ou dans les syste ¤ mes de croyance culturels, peut contribuer a ¤ notre compre´hension de l'expe´rience scolaire diffe´rentielle et de l'accomplissement des enfants de classes diffe´rentes et de milieux culturels diffe´rents. Cependant, l'acce ¤ s a ¤ les the´ories personnelles des personnes interroge´es, que peut-etre ils sont inconscients de posse´der, pre´sente proble ¤ mes e´thiques et methodologiques, particulie ¤ rement quand les chercheurs travaillent avec des groupes qui sont de´savantage´s socialement. Cet essai pre´sente quelques de´couvertes d'une e´tude ethnographique sur les fac¸ons dans lequelles des enfants de quatre ans apprennent, et sont enseigne´s, a ¤ la maison et dans leur classe de re´ception. La expe´rience d'apprendre a ¤ la maison est diffe´rente pour chacun des 16 enfants, et dans chaque cas est forme´e par les croyances parentales -- en particulier leurs concepts sur l'enfance, et sur les ro´les des parents, et leurs the´ories sur l'intelligence et l'instruction. Ceux-ci refle ¤ tent partiellement la position des familles dans la communaute´ "anglo" ou bangladaise dans leur voisinage partage´. Quand les diffe´rences dans la pre´paration e´ducative des enfants a ¤ la maison sont comprises, il y a des implications e´videntes pour leurs pourvoyeurs d'e´ducation. La investigacio´n sobre las etnoteor L ´as paternales, o sea sobre los sistemas culturales de la creencia, pueden contribuir a nuestra comprensio´n de la experiencia diferencial escolar y del logro de los nin ¨ os de clases y or L ´genes culturales diferentes. Sin embargo, el acceso a las teor L ´as personales de los respondientes, que quizas ellos mismos no son conscientes de poseer, presenta problemas e´ticos as L ´ como tambie´n metodolo´gicos, particularmente cuando los investigadores trabajan con grupos socialmente desventajados. Este ensayo presenta algunas conclusiones de un estudio etnogra´fico sobre el modo en que los nin ¨ os de cuatro an ¨ os de edad aprenden, y se les ensen ¨ a, en casa y en su clase de recepcio´n. La experiencia de aprendisaje en el hogar es diferente para cada uno de los 16 nin ¨ os, y en cada caso esta´ formada por creencias paternales -- en particular sobre sus conceptos de nin ¨ ez, y el rol que juegan los padres, y de sus teor L ´as sobre la inteligencia y la instruccio´n. Estos conceptos reflejan en parte la posicio´n de las familias dentro de la comunidad 'Anglo' o banglades L ´ en su vecindario compartido. Cuando las diferencias en la preparacio´n educativa en el hogar de los nin ¨ os son comprendidas, hay implicaciones evidentes para sus proveedores de escuela. 相似文献
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Liz Brooker Corresponding author Sang‐Jin Ha 《Early Years: An International Journal of Research and Development》2005,25(1):17-30
This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic. 相似文献
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Snyder J Brooker M Patrick MR Snyder A Schrepferman L Stoolmiller M 《Child development》2003,74(6):1881-1898
The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls. 相似文献
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From conception to performance: How undergraduate students conceptualise and construct essays 总被引：1，自引：0，他引：1
Interviews with forty six undergraduate students enrolled in either first or third year of a Bachelor of Education explored how they conceptualised and undertook an essay writing task. The conceptual structure of their essays was analysed using the SOLO Taxonomy. Comparisons between students who wrote essays of differing levels of complexity revealed that there were major differences between students at every stage of the essay writing process. Compared to students writing essays with simple conceptual structures, students writing more complex essays engaged in processes of reconstruction rather than knowledge telling, put more effort into finding references, used organisational systems for integrating their notes according to topics or themes, built arguments rather than presented information when structuring and drafting their essays, were concerned with improving ideas and arguments as well as mechanics when revising their essays, had a more sophisticated understanding of the concepts underlying the assessment criteria, and expected and received higher grades. The results suggest a developmental process in underlying conceptualisations of both the body of knowledge forming the content of the essay, and the essay writing processes themselves. As such, attempts to improve students' essay writing skills need to shift from a focus on discrete skills to an emphasis on the relationship between students' understanding of the content and their ability to write about it. As part of the writing process, students need help building understandings representing the body of knowledge they are writing about, and this help needs to be geared to their current level of operation. 相似文献
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