Supported playgroups in schools (SPinS) are playgroups co-located with primary schools that are hosted by a playgroup coordinator. For schools, SPinS are associated with making primary school venues ...more accessible to the local community. While research shows that caregivers do value supported playgroups, little research has investigated which elements of playgroups contribute to this assessment. This paper reports on research examining caregiver descriptions of significant elements of SPinS for caregivers and their families. Drawing on ecological systems theory, the paper defines SPinS as a 'setting' associated with the microsystem of caregiver development. Three main elements of the microsystem were identified as being significant. These were the elements of location, provision of activities, and the role of SPinS in enabling caregiver understanding about children's learning and development. The findings indicated that caregivers attending SPinS valued the social connections with schools that are associated with belonging to the school community. Author abstract
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This study examines the relations of higher order (i.e., abstract) thinking (HOT) skills to specific domains of social competence in Black boys (n = 108) attending publicly sponsored prekindergarten ...(pre-K) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State Study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-K programs in six states (N = 240). Pre-K and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation, and social functioning at the beginning and end of each school year. Applying structural equation modeling, compared with earlier time points, HOT measured in the fall of kindergarten significantly predicted each of the domains of social competence in the spring of kindergarten, with the exception of peer social skills, while controlling for general cognitive ability. Results suggest that early intervention to improve HOT may be an effective and more focused approach to address concerns about Black boys' early social competencies in specific domains and potentially reduce the risk of later social difficulties.
In the Faculty of Fine Arts of Pontevedra (the only faculty of this
kind in Galicia) up to the introduction of the European Higher Education
Area (EHEA) the training was basically procedural, almost ...exclusively
linked to the areas of traditional plastic expression, sculpture, painting
and drawing Thanks to the new study programmes we have explicitly
added contents linked to the so-called “extended territory of art”, new
spaces of creation and new ways of understanding the artistic language
that question the concept of traditional art, understood as auratic system.
This training has added value to a profile of teachers that has been incorporated
to the areas of “plastic expression training” that uses an educational
tool codes of the new languages of art.
En la Facultad de Bellas Artes de Pontevedra (la única en Galicia)
hasta la implantación del Espacio Europeo de Educación Superior
(EEES) la formación era básicamente procedimental, casi exclusivamente
ligada a las áreas de la plástica tradicional; escultura, pintura y dibujo.
Con los nuevos planes de estudio se han incorporado de forma explícita,
contenidos vinculados al denominado “territorio expandido del
arte”, nuevos espacios de creación y nuevas maneras de entender el lenguaje
artístico que pasan por el cuestionamiento del concepto tradicional
del Arte entendido como sistema aurático. Esta formación ha puesto en
valor un perfil de profesor que ha comenzado a incorporarse a las áreas
de “didáctica de la plástica” que utiliza como herramienta formativa los
códigos de los nuevos lenguajes del arte.
The aim of the present study is to investigate into the effects of drama-supported cooperative learning on the development of 5- 6-year-old children's communication skills. The study was carried out ...with a total of 24 students, 12 in the experimental group and 12 in the control group, attending a nursery school in Bursa in the 2011-2012 educational year. In the study, the Communication Skills Questionnaire developed by Görgülü (2009), the Personal Information Form included in the MNE 2006 Regulations and the “Personal Information Form” used by Gömleksiz (1997) before were used as data collection tools. The Personal Information Form and the Communication Skills Scale were filled by the teachers of the students included in the experimental and control groups in the pre-test stage. After the pre-test stage, the students composing the experimental group were applied the drama-supported cooperative method activities and those in the control group were applied the drama activities included in the MNE pre-school program for eight weeks. At the end of this duration, the Communication Skills Questionnaire was filled once again by the classroom teachers by taking the changes in the students into consideration. In the study, as statistical techniques, the independent samples t-test and covariance analysis were employed to the pre-test and post-test scores obtained from the communication skills scale. In the analyses, as the significance level, p<.05 was taken. As a result, in terms of the total scores obtained from the verbal communication skills sub-scale of the communication skills scale, significant differences were found in favor of the experimental group. In terms of the total scores obtained from the non-verbal, avoidance of communication barriers and polite communication skills sub-scales, no significant differences were observed between the experimental and the control groups.
//ABSTRACT IN SPANISH: En este artículo se presenta un análisis teórico de la concepción del juego en las escuelas Waldorf. Se pone especial énfasis en el caso de la educación infantil y su relación ...con la actividad lúdica. Con el fin de abarcar un análisis de estas características, este trabajo se inicia con un acercamiento esquemático tanto a la figura del considerado ideólogo de esta singular alternativa educativa, Rudolf Steiner, como a los principios teóricos más destacados de la pedagogía Waldorf. Para este estudio se toma como referencia una perspectiva historiográfica crítica en clara sintonía con las corrientes contemporáneas del campo de la historia de la ideas. La aportación fundamental de este trabajo se centra en detectar seis características que definen desde una perspectiva teórica el juego para la educación de naturaleza antroposófica. Estas características del juego en el jardín de infancia Waldorf son: su capacidad de contribución en la consolidación de ciertos hitos evolutivos, la vinculación que presenta con la naturaleza imitativa del niño, su ubicación en momentos que favorecen la respiración; la utilización de objetos hechos con materiales naturales y versátiles; la exclusión de elementos intelectuales de sus objetivos; y, por último, su vinculación con el desarrollo espiritual de los niños. Todo lo cual lleva a concluir con la principal novedad que aporta la pedagogía Waldorf al debate en torno al juego, la infancia y la educación, esto es, la necesidad que este movimiento pedagógico reivindica de integrar la educación al juego y nunca al contrario. //ABSTRACT IN ENGLISH: The aim of this article is to analyze the theoretical conception of play in Waldorf schools with particular emphasis on early childhood education and its relationship with playoriented activities. It provides a brief profile of Rudolf Steiner, and a summary of the relevant theoretical principles of Waldorf education. The analysis is framed by critical historiography in relation to intellectual history. The main contribution of this article resides in the identification of six defining characteristics of play in an anthroposophical education. These are: the capacity to contribute to the consolidation of evolutionary milestones; the connection with the imitative nature of the child; the placement of play in such a way that it favours healthy breathing; the use of versatile and natural materials; the exclusion of intellectual components in the educational objectives; and, finally, its relationship with the spiritual development of children. As a result, the article concludes that the novelty that Waldorf bring to the educational debate on play, childhood, and education is the need to integrate education to play rather than play to education.
//ABSTRACT IN SPANISH: En la introducción de este trabajo se plantea el carácter universal del juego infantil y su relación con las prácticas culturales locales, con referencias a las dos grandes ...teorías contemporáneas del desarrollo psicológico: Piaget y Vygostky. A continuación se describen los diferentes tipos de juego que se dan en la infancia y la importancia que atribuyeron al juego de ficción los estudios de intervención de la segunda mitad del siglo XX. La relación entre el juego y la cultura, tanto en los juegos de reglas como en los de ficción, muestra la relevancia de esta en la comprensión e interpretación de la actividad lúdica infantil. Finalmente siguiendo el análisis de Bruner sobre la relación entre educación, epistemología y juego, se plantea la necesidad de no reducir la educación a la transmisión de los contenidos del conocimiento, y se aboga por estimular a los niños a explorar el propio proceso de conocer y de comprender, a iniciarse como epistemólogos dirigiendo su atención no solo al producto de conocer sino al proceso de conocer. Sus actitudes en el juego nos deben convencer de que esto es posible. //ABSTRACT IN ENGLISH: In the Introduction the author discusses the universal character of children's play and its relationship with local cultural practices. This is done with reference to two main contemporaries theories about play development: those of Piaget and Vygostsky. It is followed by a description of different types of children's play and it is pointed out the relevance that pretend play (make believe play) had in intervention studies conducted in the second half of the 20th century. The relationship between culture and play, both in games with rules as in pretend play, shows the relevance of culture to understand and interpret children's play activities. The article concludes with an analysis of Bruner's on the relationship among education, epistemology and play. He urges not to reduce education to the transmission of knowledge as content, but to stimulate children to explore the process of knowing and understanding, to initiate them as epistemologists. Their attitudes while playing should reassure us that this is possible.
Full-Day, Half-Day, and No Preschool Valenti, Joy E.; Tracey, Diane H.
Education and urban society,
09/2009, Letnik:
41, Številka:
6
Journal Article
Recenzirano
1. This study examined the relationships between students’ attendance at full-day, half-day, or no preschool and first grade reading achievement. 214 urban, low SES public first grade students of ...mixed ethnicities were studied. Using the students’ Developmental Reading Assessment (DRA2) scores (Beaver, 2006), results indicated that by the middle of first grade students who completed one year of full-day preschool significantly outperformed students who did not attend preschool. Students who completed one year of full-day preschool also outperformed students who completed half-day preschool, although not to a significant degree. Additionally, students who completed half-day preschool outperformed students who did not attend preschool, although not to a significant degree. The results further showed that significant differences between the groups were not apparent at the start of first grade, demonstrating that preschool attendance may not show immediate, positive benefits.
As in many Western countries, children's learning in the curriculum of Estonian Early Childhood Education is seen as a lifelong process, wherein the teacher is primarily a guide to children's active ...learning. Thus, a child-centred approach to learning is valued in the national curriculum, but our interest was whether this approach is fixed in the teachers' views. The aim of this survey study was to identify and examine the most important aspects of children's learning according to preschool teachers' perceptions and to determine if there are any differences in teachers' opinions according their background. In the survey (N = 729), a structured questionnaire was used for data collection. The results show that children's own initiative and active participation in the learning process, as well as in everyday activities, are largely considered to be more important than direct guidance by a teacher, although the latter was considered important, too.
In this qualitative study, semi-structured interviews were conducted with three- to five-year olds (n = 17) in a university-sponsored preschool programme. Analyses using interpretive phenomenology ...indicated that preschool children view secrets with a sense of intimacy, and they reserve disclosure for a particular person, usually their best friend. There is a sense of ownership surrounding secrets for preschool children, and hence, secrets are regarded as something special to them. Furthermore, secrets are described as something that gives preschool children happiness and are often associated with games or pretend play. Finally, the analysis addresses children's secret hiding places and the types of concepts preschool children consider as a secret.
This paper begins by reviewing several of the ways in which social inclusion has been conceptualized in the literature. The paper then explores these approaches in the context of the provision of ...preschool education in rural Scotland. Preschool education is viewed by government as a powerful weapon in the fight against social exclusion, but higher per capita costs in rural areas as well as the availability and cost of transport are major problems, raising questions in turn about inclusive models of provision. Moreover, many parents are sceptical about their ability to access preschool education for their children while also continuing their own engagement in the labour market (a central pillar of social inclusion policy). Issues of choice, quality and governance arise and these are discussed in depth. The paper concludes with some reflections on the concept of social inclusion in the light of this case study.
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