Journal of Childhood, Education & Society最新文献_第4页

Young children as citizens: Learning from practice in the early childhood setting 幼儿作为公民:从幼儿环境的实践中学习

Journal of Childhood, Education & Society Pub Date : 2023-07-14 DOI: 10.37291/2717638x.202342263

G. Ryder, Jennifer van Krieken Robson

引用次数: 0

Fair distribution in early childhood: Stuck between friends and needy strangers 幼儿时期的公平分配:夹在朋友和需要帮助的陌生人之间

Journal of Childhood, Education & Society Pub Date : 2023-07-14 DOI: 10.37291/2717638x.202342210

Güldehen Kaya

{"title":"Fair distribution in early childhood: Stuck between friends and needy strangers","authors":"Güldehen Kaya","doi":"10.37291/2717638x.202342210","DOIUrl":"https://doi.org/10.37291/2717638x.202342210","url":null,"abstract":"Children distribute resources to recipients differentially regarding various factors such as ‘need’ or ‘friendship’ (social closeness). The aim of this study is to examine the interaction between these two variables by presenting children with two recipients who are a friend and a stranger varying on the number of materials they need. A distribution task with four different scenarios (conditions) was applied to 25 children (Mage =62.16, 15 males) aged 4-6 years. Across scenarios of four experimental conditions, the amount of needed materials was manipulated between the friend and the stranger. The participants were asked to distribute resources to the recipients in each experimental session. Allocation of all resources to the needy recipient to eliminate the need in the expense of the friend meant ‘fair’ distribution; while the allocation of all resources to the friend meant ‘friend-favoring’. The results showed an interaction between ‘need’ and ‘friendship’ for their roles in allocation decisions. Children favored the friend when their friend is needier than the stranger and transferred the greatest amount of resources to the needy friend. In the condition that the stranger is needier, levels of friend-favoring decrease. The results indicated that preschool children have a tendency for favoritism but this preference weakens in presence of a needier stranger. Taken together, the findings suggest that children are capable of taking the two competing factors of friendship and neediness into consideration at a time and able to adjust their allocation to meet the needs of not only friends but also strangers. Preschool children’s preference to support fairness occurs together with their developing helping behavior and moral reasoning as well.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131030432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘When the body speaks back’: Socialization of body-mind dualism in body memories of Cold War childhoods “当身体回应时”:冷战时期童年身体记忆中身心二元论的社会化

Journal of Childhood, Education & Society Pub Date : 2023-07-14 DOI: 10.37291/2717638x.202342278

I. Kašparová, Beatrice Scutaru, Z. Millei

{"title":"‘When the body speaks back’: Socialization of body-mind dualism in body memories of Cold War childhoods","authors":"I. Kašparová, Beatrice Scutaru, Z. Millei","doi":"10.37291/2717638x.202342278","DOIUrl":"https://doi.org/10.37291/2717638x.202342278","url":null,"abstract":"Studies focusing on East Central Europe have generously explored collective memory (lieux de mémoire, monuments, ceremonies) and nostalgia for a past regime, but rarely have they examined memories as carried in child bodies. In this paper, we analyze selected Cold War childhood memories to explore events in which children’s bodies seemingly act out of control. As a part of socialization, children are taught to consciously control their bodies to fit in the societies they have been born to. With learning to control the body, children also learn that bodies are separate from their minds and that their minds can govern and regiment their body. However, bodies also slip up, avert, or simply remain unaffected by these attempts, in a way ‘speaking back’ to regulating forces, thus troubling the modernist assumption of the separation between the mind and body. The aim of the paper is to show the complexities and limits of socialist or any modern(ist) forms of socialization in which the concerted efforts of the mind are mobilized to govern the body. Moreover, the discussion of body memory and the highlighted mechanisms of how socialization efforts create bodily memories adds to our understanding of the effects of pedagogical intentions in education.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125693550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting decoding among young students with Swedish as a first and second language within a response to intervention model 在反应干预模式下促进以瑞典语为第一和第二语言的年轻学生的解码

Journal of Childhood, Education & Society Pub Date : 2023-07-14 DOI: 10.37291/2717638x.202342282

Helén Egerhag, Linda Fälth, Camilla Nilvius, H. Selenius, I. Svensson

{"title":"Promoting decoding among young students with Swedish as a first and second language within a response to intervention model","authors":"Helén Egerhag, Linda Fälth, Camilla Nilvius, H. Selenius, I. Svensson","doi":"10.37291/2717638x.202342282","DOIUrl":"https://doi.org/10.37291/2717638x.202342282","url":null,"abstract":"Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132909073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parenting young children with developmental disabilities: Experiences during the COVID-19 pandemic in the U.S. 养育有发育障碍的幼儿:美国COVID-19大流行期间的经历

Journal of Childhood, Education & Society Pub Date : 2023-07-14 DOI: 10.37291/2717638x.202342264

Megan Kunze, Douglas Gomez, Eliza C. Glenn, Bonnie Todis, I. Riddle, C. Karns, A. Glang, Laura Lee McIntyre

{"title":"Parenting young children with developmental disabilities: Experiences during the COVID-19 pandemic in the U.S.","authors":"Megan Kunze, Douglas Gomez, Eliza C. Glenn, Bonnie Todis, I. Riddle, C. Karns, A. Glang, Laura Lee McIntyre","doi":"10.37291/2717638x.202342264","DOIUrl":"https://doi.org/10.37291/2717638x.202342264","url":null,"abstract":"High-stress events (e.g., natural disasters, political unrest, disease) significantly impact the lives of children and families. The Coronavirus Disease 2019 (COVID-19) is one event that has brought numerous hardships to families and children with developmental disabilities (DD), likely exacerbating already heightened levels of stress. For this study, we interviewed mothers living in the U.S. (N = 14) of 2- to 8-year-old children with DD about how COVID-19 has affected their family life. The interviews examined how the pandemic impacted (a) their child’s educational, therapeutic, and medical services, (b) their stress and resiliency, and (c) their parenting role as an advocate, educator, and interventionist. The results of our thematic analysis of the qualitative data highlight four domains with themes that describe families’ experiences as indicated by the mothers interviewed. Voices of families are essential in the delivery of effective and ethical early intervention for young children with disabilities. Based on the data from these interviews with mothers, suggestions for family-focused intervention to support families during high-stress events are discussed. As the long-term effects of the pandemic remain unknown, suggestions for future research to continue to examine the impact of high-stress experiences on young children with DD and their families are also presented.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"57 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133003273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predictors of family burden in families caring for children with special needs 照顾特殊需要儿童家庭负担的预测因素

Journal of Childhood, Education & Society Pub Date : 2023-02-15 DOI: 10.37291/2717638x.202341245

Salih Rakap, Meryem Vural-Batık, Heather Coleman

{"title":"Predictors of family burden in families caring for children with special needs","authors":"Salih Rakap, Meryem Vural-Batık, Heather Coleman","doi":"10.37291/2717638x.202341245","DOIUrl":"https://doi.org/10.37291/2717638x.202341245","url":null,"abstract":"Having a child with special needs has a significant impact on family life. While adapting to this new situation, parents often face difficulties related to the care of their children, family relations, and financial situation. The present study examined differences between family burden and spousal support perceived by mothers and fathers of children with special needs and investigated predictors of perceived family burden and spousal support. A total of 394 parents of children with disabilities (197 couples) from a large urban city in Northern Turkey participated in this survey study. Results showed the perceived family burden and spousal support differed significantly between couples. Mothers of children with special needs had significantly higher perceived family burden and significantly lower perceived spousal support in comparison to fathers. Moreover, perceived spousal support significantly predicted family burden perceived by mothers and fathers. Implications in relation to services offered to families of children with disabilities along with the recommendations for future research in this area are discussed.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131192632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How digital activities become (im)possible in Swedish school-age educare centres 数字活动是如何在瑞典学龄教育中心成为可能的

Journal of Childhood, Education & Society Pub Date : 2023-02-15 DOI: 10.37291/2717638x.202341246

Helene Elvstrand, Linnéa Stenliden, L. Lago

引用次数: 0

Bilingualism matters: Early childhood teachers' attitudes toward children's creativity 双语很重要:幼儿教师对儿童创造力的态度

Journal of Childhood, Education & Society Pub Date : 2023-02-15 DOI: 10.37291/2717638x.202341255

S. H. Allehyani

{"title":"Bilingualism matters: Early childhood teachers' attitudes toward children's creativity","authors":"S. H. Allehyani","doi":"10.37291/2717638x.202341255","DOIUrl":"https://doi.org/10.37291/2717638x.202341255","url":null,"abstract":"Children can learn any language and acquire its skills at a very early age. Creativity is central to the curriculum. Early Childhood (EC) teachers should provide children with appropriate resources to individually spark their imaginations and encourage them to adopt different ideas. The objective of the current study was to determine the attitudes of EC teachers who are teaching bilingual students and integrating creativity into classroom activities. The study adopted the exploratory approach, where a total of 299 EC teachers in the western region of Saudi Arabia participated in this study by filling out a questionnaire. EC teachers believed that there are differences between bilingual boys and girls in creative competencies. Most teachers stated that they did not receive sufficient training and preparation to incorporate creativity into all subjects in EC schools. Teachers in private EC schools showed more positive attitudes toward creativity than teachers in government schools. These findings provide reliable evidence for international research on teachers' attitudes and perceptions toward creativity in bilingual children. Policy makers can also benefit from these results and pay more attention to teacher preparation programs in order to raise their efficiency in supporting and enhancing the creative inclinations of learners.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129585737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers’ experiences of promoting young students’ language development in inclusive settings 教师在全纳环境下促进青年学生语言发展的经验

Journal of Childhood, Education & Society Pub Date : 2023-02-15 DOI: 10.37291/2717638x.202341216

H. Selenius, Linda Fälth

引用次数: 0

Is there a place for children in the making of public policy? Insights from the research evidence 儿童在公共政策的制定中有一席之地吗?来自研究证据的见解

Journal of Childhood, Education & Society Pub Date : 2023-02-15 DOI: 10.37291/2717638x.202341184

Elina Stenvall, M. Kurki, Petri Virtanen

{"title":"Is there a place for children in the making of public policy? Insights from the research evidence","authors":"Elina Stenvall, M. Kurki, Petri Virtanen","doi":"10.37291/2717638x.202341184","DOIUrl":"https://doi.org/10.37291/2717638x.202341184","url":null,"abstract":"Article 12 of the UN Convention on the Rights of the Child stipulates that children have a right to express their views with this article being one of the most frequently cited principles in the convention. This scoping review summarises the existing research evidence on how children participate in the making of public policy. This paper concludes that a plethora of practical guidelines and gray literature are available addressing children as policy-making partners, but the empirical research around the subject is very rare. Children’s participation should be planned prior to any planned public policy reforms – and to be supported by appropriate academic research integrated into the different stages of the policymaking processes. If policymakers are willing to develop mechanisms for children’s participation in the policy cycle, children’s role and agency will be clarified. It seems that there is a need for new sensemaking in terms of how adults treat the value of children´s participation and how to include children in the policymaking process around the subjects that matter to them. Participatory practices should be co-created with children, not for them.","PeriodicalId":121918,"journal":{"name":"Journal of Childhood, Education & Society","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125640455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Journal of Childhood, Education &amp; Society最新文献

Journal of Childhood, Education & Society最新文献