Search results for: Children
Page 3/3 30 items
If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program
The goal of this study was to investigate how explicit-reflective instruction could improve young students’ understanding of Nature of Science (NOS). During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects.
Updated: May. 19, 2011
In the present article the author works (as) rhizome, bringing the imaginaries becoming and milieu into an early childhood curriculum conversation towards perturbing conventional, entrenched developmental understandings of young children and their learning. It is within/in multiplicitous processing through becoming-child(ren) that the author re(con)ceives children and their relationships with curriculum as a performativity of the milieu(s) they inhabit, milieus that slide alongside/over/through those of adult worlds of curriculum.
Updated: Mar. 01, 2011
Negotiating Identity: Conflicts between the Agency of the Student and the Official Diagnosis of Social Workers and Teachers
The goal of this article is to demonstrate the interplay between the individual’s negotiation of his/her identity in compulsory school and the systems of communication and practice of professionals in the welfare state. The article looks at the case of ‘Tom’, whose custody has been taken over by the Child Welfare Service and who now lives in a child welfare institution.
Updated: Oct. 29, 2010
Conceptions and Knowledge about Childhood in Initial Teacher Training: Changes in Recent Decades and Their Impact on Teacher Professionality, and on Schooling in Childhood
This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.
Updated: Dec. 21, 2009
The article evaluates the effectiveness of pre-service training that focuses on collaborative consultation and positive behavior support for treatment of challenging behaviors. The effectiveness of an 8-month training program is evaluated for three participant groups: (a) 16 advanced undergraduate and master's-level students who received the training, (b) 16 classroom teachers who participated as consultees, and (c) 16 target children (4 to 10 years) who exhibited challenging behaviors that interfered with their learning.
Updated: May. 07, 2009
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers (four boys and four girls) attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning.
Updated: Nov. 24, 2008
Collaborative Action Research and Project Work: Promising Practices for Developing Collaborative Inquiry among Early Childhood Preservice Teachers
A case study of two preservice teachers demonstrated a new approach for merging research and practice in an early childhood education course. Teachers observed a change in the way they participated and developed as teachers. Those changes included the awareness of the need to share responsibility, reflection in action, and documentation of teacher thinking, teacher practice and children's learning.
Updated: May. 12, 2008
Researchers have examined inductive reasoning to identify different cognitive processes when participants deal with inductive problems. This article presents a prescriptive theory of inductive reasoning that identifies cognitive processing using a procedural strategy for making comparisons.
Updated: Apr. 07, 2008
Children's lost voices: ethical issues in relation to undertaking collaborative, practice-based projects involving schools and the wider community.
The growing emphasis on teachers as 'reflective' and 'expert practitioners' has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children's experiences of transition from Key Stage 2 to Key Stage 3.
Updated: Apr. 01, 2008
The article calls for 'caring' teacher education programs in order to foster the development of care in preservice early education teachers. The ability to care for oneself, others, animals, plants and human made objects is thought to be the antidote for violence in many forms. The authors emphasize the importance for teachers facilitating this development in children.
Updated: Jan. 27, 2008