Early Childhood Education Redefined最新文献

Creating Successful Learning Environments in the Early Years 在早期创造成功的学习环境

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-8

S. Steed

引用次数: 0

Roots to Grow Wings to Fly 有根才能长翅膀才能飞翔

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-2

P. Preedy

引用次数: 0

An International Dimension 国际层面

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-10

H. Wright

引用次数: 0

Conclusion – so What? 结论——那又怎样?

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-11

Christopher L. Ball

{"title":"Conclusion – so What?","authors":"Christopher L. Ball","doi":"10.4324/9781351213660-11","DOIUrl":"https://doi.org/10.4324/9781351213660-11","url":null,"abstract":"At the end of this book, perhaps the reader is asking \" so what \" or \" what shall I do now? \" I have argued across these twelve chapters that culture and rhetoric are strongly correlated around the world; and that often these cultural and rhetorical differences not only strongly correspond to a preference for communication styles, but perhaps, more importantly they connect to deep, implicit values such as sense of sense, thinking patterns, and appropriate social behavior. Thus, using a rhetorical pattern from one culture in another culture might strike a strong discordant chord with these deeper values. If the reader does not believe this, then I will refer him or her to the first reading of Letter O, from the Guayas Transit Commission. How easy was it to read that letter? Did it confuse, frustrate, or annoy you? Most likely yes. It is an extreme, perhaps uncommon rendition, of Ecuadorian cultural values, but it does resonate for many Ecuadorian readers. Interestingly, when I first read it 18 years ago, I could hardly process it, but after having lived in Ecuador for four years and on the U.S.-Mexico border for eleven years, Letter O is just as natural to me as Letter R, but I prefer to read Letter O in Spanish and Letter R in English. They seem more natural to me that way. That sense of naturalness for both Letters kind of unnerves me on the one hand, but on the other, it shows that I can process each rhetorical and cultural system much like a language system. When professional communicators are working in intercultural contexts such as Ecuador, do they need to culturally translate their equivalent of Letter R to be more like Letter O? This is a tough question because it essentially involves almost a total rewrite, drawing on each of the eight etic borders and using the appropriate medium at the writing document or communication cycling time. Translation theorists are trying to address these issues. James (2002) explains that the cultural implications for translation may take several forms ranging from lexical content and syntax to ideologies and ways of life in a given culture. The translator also has to decide on the importance given to certain cultural aspects and to what extent it is necessary or desirable to translate them into the TL (target language). (p.1) James' definition is especially telling in the …","PeriodicalId":175938,"journal":{"name":"Early Childhood Education Redefined","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129385791","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

Movement for Learning 学习运动

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-4

R. Duncombe, P. Preedy

{"title":"Movement for Learning","authors":"R. Duncombe, P. Preedy","doi":"10.4324/9781351213660-4","DOIUrl":"https://doi.org/10.4324/9781351213660-4","url":null,"abstract":"ment classes in public and private schools, teachers have often approached me and expressed interest in bringing creative movement into their own classrooms. But they have always quickly added that they didn’t know where to start, or that they didn’t know how to present movement concepts in an organized way. From the outset, the enthusiasm and interest of these teachers have been a primary inspiration for me. This book has been written for all those teachers of preschool children and child care providers who have wanted to bring movement into their classrooms but weren’t sure where to begin. For teachers with no formal dance training, the idea of bringing structured movement into a classroom may be daunting. Movement traditionally has not been as widely used in classrooms as other art forms, such as music, visual art, and drama, and many teachers may not know where to begin. In fact, movement is very accessible, and requires almost no materials. With a small drum or tambourine, a few recorded musical selections, a classroom space, and a guided lesson plan, you can present a playful, imaginative, and enriching class to your students. I have found that the most difficult part of teaching a preschool movement class is not teaching the movement skills themselves, but learning how to work with young children. Because teachers are already familiar with handling a classroom full of young children, incorporating structured movement into the lesson plan can be a very straightforward process. In fact, it is a natural addition to the curriculum because young children love to move, and movement then becomes another helpful instructional tool for the teacher. Dance, Turn, Hop, Learn! is designed to bridge the gap for teachers who recognize that movement can be a valuable tool in the classroom but who are not familiar with teaching structured movement classes. The thirty-eight lessons in this book will take you through a year of movement exploration and imagination and will give you the confidence to make creative movement a basic part of your classroom.","PeriodicalId":175938,"journal":{"name":"Early Childhood Education Redefined","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128313827","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: 2

Parents as Play Partners Project 父母作为游戏伙伴项目

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-6

P. Preedy, Kay Sanderson

引用次数: 1

Executive Functions 执行功能

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-7

Karen Morris

引用次数: 0

Movement a Child's First A, B, C 孩子的第一个动作是a, B, C

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-3

Sally Goddard Blythe

引用次数: 3

Creativity in the Early Years 早期的创造力

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-9

R. C. Dower

引用次数: 1

Do Parents Need to Be Qualified? 父母需要有资格吗?

Early Childhood Education Redefined Pub Date : 2018-06-14 DOI: 10.4324/9781351213660-5

P. Preedy, Rosie Hamilton McGinty

引用次数: 0