Published twenty years ago, the original "Preschool in Three Cultures" was a landmark in the study of education: a profoundly enlightening exploration of the different ways preschoolers are taught in ...China, Japan, and the United States. Here, lead author Joseph Tobin--along with new collaborators Yeh Hsueh and Mayumi Karasawa--revisits his original research to discover how two decades of globalization and sweeping social transformation have affected the way these three cultures educate and care for their youngest pupils. Putting their subjects' responses into historical perspective, Tobin, Hsueh, and Karasawa analyze the pressures put on schools to evolve and to stay the same, discuss how the teachers adapt to these demands, and examine the patterns and processes of continuity and change in each country. Featuring nearly one hundred stills from the videotapes, "Preschool in Three Cultures Revisited" artfully and insightfully illustrates the surprising, illuminating, and at times entertaining experiences of four-year-olds--and their teachers--on both sides of the Pacific.
Objetiva-se analisar o processo de integração do self do bebê em seu brincar. Trata-se de pesquisa descritiva, qualitativa, etnográfica, cujos dados foram coletados por observação participante em 72 ...horas ao longo de dois meses, com 12 lactentes envolvidos em recreação em creche pública. Considerando movimento, comunicação e expressão de intencionalidade, as brincadeiras dos bebês foram examinadas para identificar criatividade em ações fluentes, focalizadas e constantes. Esses sujeitos escolheram objetos inanimados para brincar, do que se inferiu sentirem necessidade de manipulação e posse. As ações dos bebês foram interpretadas, segundo a teoria de Winnicott sobre o desenvolvimento psíquico, como evidência de um estado de quase alheamento, levando a concluir que experimentaram o brincar como atividade que concorreu para integrarem seus selves como unidade, integrando-se também a seu entorno ambiental. Logo, o brincar merece mais compreensão e valorização por profissionais da Educação Infantil.
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge ...that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
Contents: Introduction; The project's pedagogy and curriculum content; Making music; Listening and appreciation; Enjoyment: making music and having autonomy; Group cooperation, ability and inclusion; Informal learning with classical music; Afterword; Appendices; Bibliography; Index.
Lucy Green is Professor of Music Education in The Institute of Education, University of London, UK.
This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status ...kindergarteners. Three- and 4-year-olds' (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock—Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.
We investigated severe acute respiratory syndrome coronavirus 2 infections in primary schools, kindergartens, and nurseries in Germany. Of 3,169 oropharyngeal swab specimens, only 2 were positive by ...real-time reverse transcription PCR. Asymptomatic children attending these institutions do not appear to be driving the pandemic when appropriate infection control measures are used.
Research on the use of interactive screens in early childhood is quite recent and often produces divergent results. The article presents the experience of the Municipality of Florence and the ...University of Florence aimed at designing and experimenting the perspective of Media Education in early childhood with the involvement of the municipal nursery schools and preschools.
Moral justifications work, when they do, by invoking values that are shared in the common ground of the interlocutors. We asked 3- and 5-year-old peer dyads (N = 144) to identify and punish norm ...transgressors. In the moral condition, the transgressor violated a moral norm (e.g., by stealing); in the social rules condition, she/he violated a context-specific rule (e.g., by placing a yellow toy in a green box, instead of a yellow box). Children in both age groups justified their punishment in the social rules condition mostly by referring to the rule (e.g., "He must put yellow toys in the yellow box"). In contrast, in the moral condition they mostly justified their punishment by simply referring to the observed fact (e.g., "He stole"), seeing no need to state the norm involved (e.g., "He must not steal"), presumably because they assumed this as part of their moral common ground with their partner. These results suggest that preschoolers assume certain common ground moral values with their peers and use these in formulating explicit moral judgments and justifications.
Efficacy of language intervention in the early years Fricke, Silke; Bowyer-Crane, Claudine; Haley, Allyson J. ...
Journal of child psychology and psychiatry,
March 2013, Letnik:
54, Številka:
3
Journal Article
Recenzirano
Odprti dostop
Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension.
Methods: ...In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; Mage = 4;0) were randomly allocated to receive a 30‐week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per week, continuing with daily sessions on transition to Reception class (pre‐Year 1). The intervention was delivered by nursery staff and teaching assistants trained and supported by the research team. Following screening, children were assessed preintervention, following completion of the intervention and after a 6‐month delay.
Results: Children in the intervention group showed significantly better performance on measures of oral language and spoken narrative skills than children in the waiting control group immediately after the 30 week intervention and after a 6 month delay. Gains in word‐level literacy skills were weaker, though clear improvements were observed on measures of phonological awareness. Importantly, improvements in oral language skills generalized to a standardized measure of reading comprehension at maintenance test.
Conclusions: Early intervention for children with oral language difficulties is effective and can successfully support the skills, which underpin reading comprehension.
In the context of joint decision-making, we investigated whether preschoolers alter the informativeness of their justifications depending on the common ground that they share with their partner. ...Pairs of 3- and 5-year-olds (N = 146) were introduced to a novel animal with unique characteristics (e.g., eating rocks). In the common ground condition, the children learned about the animal together. In the one-expert condition, one learned about it, the other was naïve. In the two-experts condition, children learned about it separately. Later, the pairs had to decide together on 3 items that the novel animal might need. Both age groups referred to the unique characteristics of the animal in their justifications more in the 2 conditions without common ground than in the common ground condition. Thus, preschoolers begin to use common ground flexibly in their justifications and reason-giving in peer interactions.
As the numbers of mothers in the workforce grows, the role of the extended family diminishes, and parents feel under greater pressure to give their children an educational headstart, industrialized ...societies are increasingly turning to preschools to nurture, educate, and socialize young children. Drawing on their backgrounds in anthropology, human development, and education, Tobin, Wu, and Davidson present a unique comparison of the practices and philosophies of Japanese, Chinese, and American preschool education and discuss how changes in childcare both reflect and affect larger social change.
The method used is innovative: the authors first videotaped a preschool in each culture, then showed the tapes to preschool staff, parents, and child development experts. Through their vivid descriptions of a day in each country's preschools, photographs made from their videotapes, and Chinese, Japanese, and American evaluations of their own and each other's schools, we are drawn into a multicultural discussion of such issues as freedom, conformity, creativity, and discipline.
In China, for example, preschools are expected to provide an antidote to the spoiling that Chinese fear is inevitable in an era of singlechild families. Americans look to preschools not only to teach reading and to encourage children to be creative, expressive, and independent but also to provide a stability and richness otherwise missing from many children's lives. Japanese preschools, surprisingly for many Americans, deemphasize discipline and academics and instead stress the teaching of group interaction to a generation of overly sheltered children. In all three nations, preschools, rather than being radical or transforming, function to conserve values believed to be threatened by social change.
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