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Theory Into Practice最新文献

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Recess time: Help or hindrance to the social-emotional development of young children? 课间休息:对幼儿社会情感发展有帮助还是有阻碍?
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202134
Carolyn Mak, Natasha Koustova
{"title":"Recess time: Help or hindrance to the social-emotional development of young children?","authors":"Carolyn Mak, Natasha Koustova","doi":"10.1080/00405841.2023.2202134","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202134","url":null,"abstract":"ABSTRACT Recess is an important and unique component of the school day, and yet there is a relative paucity of research on its impact on young children. Moreover, recesses are often perceived negatively by educators because they can detract from academic instructional time and, depending on the kind of play and interactions between students, may also be times of social conflict and, in some cases, exclusion and bullying. This article examines several facets of recess and its importance: it outlines what students do at recess and the social processes that take place, as well as challenges specific to recess time, and its impact on social-emotional learning. It then reviews what constitutes a high-quality recess and synthesizes scholarship on the effectiveness of recess interventions around the world. The article evaluates whether recess is ultimately a help or a hindrance to young children’s social-emotional development, and concludes with both policy and practice recommendations for educators.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"85 1","pages":"127 - 140"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73613796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Young magicians in kindergarten: Skill development through performing magic tricks 幼儿园的小魔术师:通过表演魔术来发展技能
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202130
Ivett Judit Kovács
{"title":"Young magicians in kindergarten: Skill development through performing magic tricks","authors":"Ivett Judit Kovács","doi":"10.1080/00405841.2023.2202130","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202130","url":null,"abstract":"ABSTRACT Magic has been a very popular form of entertainment for thousands of years and the learning and developmental processes that take place during the process of practicing and performing the trick—are a precious phenomenon from an educational point of view. The MiniMagic kindergarten program was launched in September 2021 in a kindergarten in Józsefváros, Budapest (Hungary), in a district with a very diverse population that calls for an inclusive attitude and pedagogical methods to educate all the children successfully. The innovative program aims to develop skills and build community by integrating magic tricks into the curriculum. A well-known Hungarian magician teaches magic tricks appropriate for 4 to 6-year-old children with unanimous success. The program does not simply introduce tricks; he embeds them in storytelling sessions. This article presents how the theory about the educational values of magical tricks is turned into practice in a kindergarten showing the educational values and developmental results. I complement the analysis of the theory and practice with recommendations for practitioners, explaining the ideal context and methods of implementation.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"155 - 165"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76257560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Creative arts, physical activity, and children’s play in early childhood 幼儿时期的创造性艺术、体育活动和儿童游戏
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202129
Darlene DeMarie, J. Bugos
{"title":"Creative arts, physical activity, and children’s play in early childhood","authors":"Darlene DeMarie, J. Bugos","doi":"10.1080/00405841.2023.2202129","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202129","url":null,"abstract":"ABSTRACT This issue contains 8 unique manuscripts that present the implications of research on the benefits of creative play and the arts for young children. The intention is to help educators and administrators to understand optimal practices in classrooms and schools. Knowledge of recent research and the theoretical frameworks will help educators to implement and apply creative play practices. It is important for all of us to become advocates for children's rights to play and the arts.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 1","pages":"103 - 106"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90215487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How children can use drawing to regulate their emotions 孩子们如何用绘画来调节自己的情绪
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202132
Jennifer E. Drake
{"title":"How children can use drawing to regulate their emotions","authors":"Jennifer E. Drake","doi":"10.1080/00405841.2023.2202132","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202132","url":null,"abstract":"ABSTRACT Learning how to regulate emotions is a significant developmental milestone in a child’s life. It is important to understand which activities help children cope with emotionally distressing situations. One such activity, I argue, is drawing. In this article, I consider 2 ways in which drawing elevates mood in children: Drawing allows them to be distracted from their negative thoughts and feelings; or it allows them to express (and thus vent) their negative thoughts and feelings. Using drawing as a means of distraction proves more effective, perhaps because drawing to distract is more enjoyable and more absorbing than using drawing as a means of expression. Engaging in arts activities over many months not only increases positive emotions but also lowers stress as measured by cortisol levels. Taken together, this work demonstrates the important role that the arts play in children’s emotional lives.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"148 1","pages":"181 - 192"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77776752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond 学习花园如何通过促进儿童早期和以后的有目的的游戏来促进幸福和发展
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202137
Elisa A. Pope, S. Marston, Moses Thompson, Scott T Larson
{"title":"How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond","authors":"Elisa A. Pope, S. Marston, Moses Thompson, Scott T Larson","doi":"10.1080/00405841.2023.2202137","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202137","url":null,"abstract":"ABSTRACT Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play, which supports the development of new competencies and furthers cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive emotional experiences. Self-determination theory, cognitive psychology, and developmental psychology offer useful frameworks for understanding how play in school gardens can improve motivation and promote meaningful learning in the early childhood years and beyond. Benefits reported in the literature of incorporating school gardens into teaching and learning experiences include opportunities for learners to satisfy the basic psychological needs of autonomy, competence, and relatedness, increased positive emotions, opportunities to renew cognitive and emotional energies, and tangible evidence of efforts linked to initiative and industry of students who care for plants and animals in the garden. Recommendations include long-term planning for funding school garden programs and supporting teachers in incorporating purposeful play in the garden into learning.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"40 2 1","pages":"193 - 204"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77796655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Playing the system: Advocacy for play equity in early childhood education 游戏系统:倡导幼儿教育中的游戏公平
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202133
Afnan Alahmari, Sarah Alrweta, Mohammad Malkawi, Veronica Nacpil, Ekaterina Strekalova-Hughes, Rachal Young
{"title":"Playing the system: Advocacy for play equity in early childhood education","authors":"Afnan Alahmari, Sarah Alrweta, Mohammad Malkawi, Veronica Nacpil, Ekaterina Strekalova-Hughes, Rachal Young","doi":"10.1080/00405841.2023.2202133","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202133","url":null,"abstract":"ABSTRACT This article explores advocacy practices that support teachers’ integration of play and playful learning in their classrooms. Activism is a well-documented transformative aspect of the teaching profession (e.g.), which is recently experiencing heightened political pressures. At the same time, COVID-19 exacerbated existing inequities in early childhood education. For example, in underserved communities, the “learning loss” discourse increased accountability for narrowly defined academic outcomes as well as the expectations of student obedience and compliance. This article forefronts access to play and children’s agency as an equity issue and offers early childhood educators strategies for advocacy and activism to infuse play and playful learning in their educational contexts.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"264 1","pages":"107 - 114"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79790547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Evidence-based designs for physically active and playful math learning 以证据为基础的物理活跃和有趣的数学学习设计
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2023-04-03 DOI: 10.1080/00405841.2023.2202131
Daniela Alvarez-Vargas, Jessica Paola Lopez Perez, V. Bermudez, Susana Beltrán Grimm, Evelyn Santana, K. Begolli, A. Bustamante
{"title":"Evidence-based designs for physically active and playful math learning","authors":"Daniela Alvarez-Vargas, Jessica Paola Lopez Perez, V. Bermudez, Susana Beltrán Grimm, Evelyn Santana, K. Begolli, A. Bustamante","doi":"10.1080/00405841.2023.2202131","DOIUrl":"https://doi.org/10.1080/00405841.2023.2202131","url":null,"abstract":"ABSTRACT In this article, we demonstrate how playful learning serves to provide optimal learning opportunities through teacher-guided play. First, we describe the theoretical design principles that can be leveraged to support mathematical learning for students that have been underserved. Then, we provide concrete examples of evidence-based games that can be directly applied by teachers within their classrooms and beyond the classrooms into the schoolyard. Lastly, we conclude with a detailed graphical tutorial showcasing how the research literature and evidence-based classroom learning activities inform the development of 2 different mathematics games that supplement classroom instruction. We share the design of whole number and rational number basketball games to emphasize how teachers, administrators, and policymakers can replicate these games in their own context. Overall, this work can inform administrators and policymakers on supporting math and physical education by developing guided activities that incorporate the principles of the science of learning, motivation, and physical education science to provide students with optimal math learning opportunities.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"50 1","pages":"166 - 180"},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72511312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
This issue 这个问题
2区 教育学
Theory Into Practice Pub Date : 2023-01-02 DOI: 10.1080/00405841.2022.2135934
Jill Newton, Megan Staples, Travis Miller, Betsy Berry
{"title":"This issue","authors":"Jill Newton, Megan Staples, Travis Miller, Betsy Berry","doi":"10.1080/00405841.2022.2135934","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135934","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135755237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Collaborative approaches to enhancing theoretical perspectives and pedagogical insights 合作的方法，以加强理论观点和教学见解
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-10-21 DOI: 10.1080/00405841.2022.2135906
Gaye Williams
{"title":"Collaborative approaches to enhancing theoretical perspectives and pedagogical insights","authors":"Gaye Williams","doi":"10.1080/00405841.2022.2135906","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135906","url":null,"abstract":"ABSTRACT The relationship Terry and I developed as colleagues and friends illustrates elements of the legacy she leaves. Our overlapping research interests stimulated conversations about synergies and differences between our theoretical perspectives. Depending on the situation and purpose, these interactions possessed different characteristics. Terry introduced me to research conventions, we collaborated as equals, Terry integrated an element of my theory into her teaching and learning framework and we discussed her initial applications of this. In addition, Terry asked questions to extend my ideas as I developed my dissertation. An illustration of Terry challenging one of my pedagogical actions demonstrates how such a question enabled me to increase the connections I made between my theory and practice. Terry’s remarkable ability to flexibly employ different mentoring actions, her research scholarship, her ability and willingness to engage in many diverse collaborative interactions, and her generosity and humor have contributed to her extensive impact.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"30 1","pages":"26 - 38"},"PeriodicalIF":3.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73611739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The blue door: A portal to a community of learners 蓝门:通往学习者社区的门户
IF 3.2 2区 教育学
Theory Into Practice Pub Date : 2022-10-21 DOI: 10.1080/00405841.2022.2135912
Travis K. Miller
{"title":"The blue door: A portal to a community of learners","authors":"Travis K. Miller","doi":"10.1080/00405841.2022.2135912","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135912","url":null,"abstract":"ABSTRACT For Terry Wood, the personal and professional were seamlessly connected. In her “House with the Blue Door” graduate students and visiting scholars lived; people gathered for conversations and music; the community reflected and found connections between important ideas. This chapter sets the stage for the special issue by contextualizing Terry’s personal and professional life with anecdotes shared during the May 2021 Terry Wood Memorial Event. We see how she conceptualized knowledge development as a collective enterprise, putting into practice this worldview as a basis for life and for advancing the field of mathematics education. This reflexive relationship between theory and practice informed a body of powerful scholarship that continues to shape the field. Less recognized—and perhaps more importantly—these stories, and the subsequent chapters, reveal how Terry’s investment in teachers, graduate students and colleagues resulted in the growth and development of scholars and teachers across multiple countries and continents.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"10 1","pages":"5 - 15"},"PeriodicalIF":3.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86978451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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