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Brenna Hassinger-Das Tamara S. Toub Jennifer M. Zosh Jessica Michnick Roberta Golinkoff Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218
Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development. 相似文献
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Amy Pace Rufan Luo Dani Levine Aquiles Iglesias Jill de Villiers Roberta M. Golinkoff Mary S. Wilson Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53
This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both. 相似文献
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Primary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes. 相似文献
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OBJECTIVE: The primary objective of the study was to investigate the relationship between exposure to community violence (neighborhood, school, police, and gang violence) and psychological distress in a sample of children living in the Cape Town, South Africa area. Another objective was to identify variables that moderate and mediate the relationship between exposure to community violence and psychological distress. METHODS: Face-to-face interviews were conducted with 185 children between the age of 8 and 13 from five Cape Town Township schools. Structured scales were used to measure exposure to several forms of community violence, family functioning, social support, perceptions of safety, and "unknown" locus of control. RESULTS: Exposure to all forms of violence was extremely high and resulted in substantial psychological distress. Perceived safety functioned as a mediating variable for all forms of violence. Unknown locus of control, social support, family organization, and family control moderated the effects of exposure to certain kinds of violence. Surprisingly, exposure to murder was not related to psychological distress, suggesting a possible "numbing" effect of extreme forms of violence. Hearing about violence from others had almost the same effect as actually witnessing it. Older children had witnessed more violence and were experiencing more distress, suggesting an "exposure accumulation" effect. CONCLUSIONS: The findings suggest the importance of a child's ability to feel safe in reducing the distress that occurs as a result to exposure to violence. Parents and schools can help children cope, but there appear to be limits. Early intervention, before maladaptive coping mechanisms have developed, also appears to be important. 相似文献
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Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献
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Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献
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