Journal for the Study of Education and Development最新文献_第6页

NOCIONES LÓGICO-MATEMÁTICAS EN ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES: 有特殊教育需要的学生的逻辑数学概念:

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-05-24 DOI: 10.22370/ieya.2022.8.1.2435

A. Romero Hernández, Mónica Arnal-Palacián

引用次数: 0

MÚSICA VS BULLYING MÚsica vs欺凌

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-05-24 DOI: 10.22370/ieya.2022.8.1.2409

Maria Fusté Forné

引用次数: 0

Latin American early childhood education and social vulnerability links to toddlers’ executive function and early communication (La educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infancia) 拉丁美洲早期儿童教育和社会脆弱性与幼儿执行功能和早期沟通的联系(拉丁美洲早期教育和社会脆弱性与幼儿早期执行功能和早期沟通的关系)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-03-09 DOI: 10.1080/02103702.2021.2009293

Lucas G. Gago-Galvagno, S. E. Miller, M. C. De Grandis, Angel M. Elgier

{"title":"Latin American early childhood education and social vulnerability links to toddlers’ executive function and early communication (La educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infancia)","authors":"Lucas G. Gago-Galvagno, S. E. Miller, M. C. De Grandis, Angel M. Elgier","doi":"10.1080/02103702.2021.2009293","DOIUrl":"https://doi.org/10.1080/02103702.2021.2009293","url":null,"abstract":"ABSTRACT Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"19 1","pages":"413 - 445"},"PeriodicalIF":0.8,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74537847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 3

Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años) 四岁时的家庭语言和识字环境:决定因素及其与九岁以下阅读理解的关系(四岁时的家庭语言和识字环境:决定因素及其与九岁以下阅读理解的关系)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-03-01 DOI: 10.1080/02103702.2021.2015226

Susana Mendive, Daniela Aldoney, Mayra Mascareño, José Pezoa, Erika Hoff

{"title":"Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años)","authors":"Susana Mendive, Daniela Aldoney, Mayra Mascareño, José Pezoa, Erika Hoff","doi":"10.1080/02103702.2021.2015226","DOIUrl":"https://doi.org/10.1080/02103702.2021.2015226","url":null,"abstract":"ABSTRACTThis study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"33 2","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Children’s symbolic understanding of a digital, three-dimensional, interactive image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva) 儿童对数字、三维、互动图像的象征性理解(La comprensión simbólica infantil de una imagen digital，三维互动)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-02-21 DOI: 10.1080/02103702.2021.1989648

M. Sartori, Olga Peralta

{"title":"Children’s symbolic understanding of a digital, three-dimensional, interactive image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva)","authors":"M. Sartori, Olga Peralta","doi":"10.1080/02103702.2021.1989648","DOIUrl":"https://doi.org/10.1080/02103702.2021.1989648","url":null,"abstract":"ABSTRACT Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"6 1","pages":"351 - 381"},"PeriodicalIF":0.8,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado) 小学教育中的教师翻译:教师的看法是否与实际实践相匹配?(小学教育中的跨语言、内容与外语综合学习:教师的认知与实际实践)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-02-09 DOI: 10.1080/02103702.2021.2009294

J. Serra, Sara Feijóo

{"title":"Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)","authors":"J. Serra, Sara Feijóo","doi":"10.1080/02103702.2021.2009294","DOIUrl":"https://doi.org/10.1080/02103702.2021.2009294","url":null,"abstract":"ABSTRACT The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"41 1","pages":"280 - 310"},"PeriodicalIF":0.8,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79743402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Relations between complexity and difficulty on repeating-pattern tasks in early childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia) 儿童早期重复模式任务的复杂性和难度之间的关系(儿童早期重复模式任务的复杂性和难度之间的关系)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-01-17 DOI: 10.1080/02103702.2021.2000127

P. D. Diago, D. F. Yáñez, David Arnau

引用次数: 0

Tool selection based on rigidity in young children: a comparative approach (Selección de herramientas en función de su rigidez con niños preescolares: un enfoque comparativo) 基于幼儿刚性的工具选择:一种比较方法(基于幼儿刚性的工具选择:一种比较方法)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-01-06 DOI: 10.1080/02103702.2021.2000128

Héctor M. Manrique, Yurena Hernández-Gálvez, Juan Hernández-Cabrera, C. J. Álvarez

引用次数: 0

Reviewers for 2021 / (Evaluadores del año 2021) 2021年评审员/(2021年评审员)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2022-01-02 DOI: 10.1080/02103702.2021.1996769

Alberto Hurtado, M. Aparici, Gregorio Marañón, Á. Brioso, José de Caldas, Raquel Cerdán, K. Colegrove, U. Fischer, S. García-Barros, Irene García-Molina, María Ángeles Gomariz-Vicente, Juan Carlos Osorio Gómez, Francisco Hernando Gómez-Torres, M. D. Dios, Fernando Guzmán-Simón, Andrea Hernández-Martínez, G. Ivinson, D. Martinez

{"title":"Reviewers for 2021 / (Evaluadores del año 2021)","authors":"Alberto Hurtado, M. Aparici, Gregorio Marañón, Á. Brioso, José de Caldas, Raquel Cerdán, K. Colegrove, U. Fischer, S. García-Barros, Irene García-Molina, María Ángeles Gomariz-Vicente, Juan Carlos Osorio Gómez, Francisco Hernando Gómez-Torres, M. D. Dios, Fernando Guzmán-Simón, Andrea Hernández-Martínez, G. Ivinson, D. Martinez","doi":"10.1080/02103702.2021.1996769","DOIUrl":"https://doi.org/10.1080/02103702.2021.1996769","url":null,"abstract":"Lucia Alcalá (California State University Fullerton) Paula Alonqueo (Universidad de La Frontera) Alejandra Andueza (Universidad Alberto Hurtado) Melina Aparici (Universitat Autònoma de Barcelona) David Arnau (Universitat de València) Josefina Arrúe (Consejo Nacional de Investigaciones Científicas y Técnicas) Raquel Ayuda (DELETREA) Antoni Badia (Universitat Oberta de Catalunya) Alicia Benarroch (Universidad de Granada) Julia Benassi (Universidad Nacional del Litoral) Ruth Berman (Tel Aviv University) Florentino Blanco (Universidad Autónoma de Madrid) María Blume (Pontificia Universidad Católica del Perú) Leticia Boada (Hospital General Universitario Gregorio Marañón) Ángeles Brioso (Universidad Nacional de Educación a Distancia) Bárbara Brizuela (Tufts University) Martina Cabra (Université de Neuchâtel) María-Luz Callejo (Universidad de Alicante) Emilia Campayo-Muñoz (Universitat Jaume I) Ricardo Canal-Bedia (Universidad de Salamanca) Jaime Andrés Carmona-Mesa (Universidad de Antioquia) Antonia Cascales (Universidad de Murcia) Claudia C. Castro (Universidad Distrital Francisco José de Caldas) Raquel Cerdán (Universitat de València) María Dolores Cervera (Centro de Investigación y de Estudios Avanzados) Kiyomi Colegrove (Texas State University San Marcos) Carmen Coloma (Universidad de Chile) Maricela Correa-Chávez (California State University, Long Beach) Ariel Cuadro (Universidad Católica del Uruguay) Paola Cúneo (Consejo Nacional de Investigaciones Científicas y Técnicas) Lourdes de León (CIESAS Casa Chata) Pascual Diago (Universitat de València) Petya Eckler (University of Strathclyde) JOURNAL FOR THE STUDY OF EDUCATION AND DEVELOPMENT / INFANCIA Y APRENDIZAJE 2022, VOL. 45, NO. 1, 244–246 https://doi.org/10.1080/02103702.2021.1996769","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"57 1","pages":"244 - 246"},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86279377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas) 口头和non-verbal analogical - in the emergent扫盲period: AR modality exploratory analysis of the影响on listening comprehension, phonological意识和lexical技能(类比推理弹出言语和非言语在识字:探索性分析AR关于听力理解的方式影响fonológica意识和技能,léxicas)

IF 0.8 4区教育学

Journal for the Study of Education and Development Pub Date : 2021-12-23 DOI: 10.1080/02103702.2021.1992105

Yeniè S. Norambuena, Bernardo E. Riffo, Katia L. Sáez

{"title":"Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas)","authors":"Yeniè S. Norambuena, Bernardo E. Riffo, Katia L. Sáez","doi":"10.1080/02103702.2021.1992105","DOIUrl":"https://doi.org/10.1080/02103702.2021.1992105","url":null,"abstract":"ABSTRACTDespite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":"5 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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