Young Children and the Arts: Making Creative Connections -- A Report of the Task Force on Children's Learning and the Arts: Birth to Age Eight

Provides guiding principles and recommendations to organizations to support the development of arts-based early childhood programs and resources

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

Chicago Teachers College North, 1962-1963

https://neiudc.neiu.edu/catalogs/1004/thumbnail.jp

Greater understanding of spacing needs for children’s eye movements during on-screen reading is required

This paper endeavors to consolidate current knowledge and empirical research concerning the use of typography for children’s on-screen reading. This paper is not intended as a full literature review, but attempts to raise awareness of the areas required for future investigation. This evaluation indicates a significant gap in the literature of children’s on-screen reading and proposes a need for further investigations in typographical spacing. These future studies need to objectively consider children’s eye movements and the effect of screen based text presentation on children’s comprehension

INTEGRATING CULTURALLY SUSTAINING PEDAGOGY TO DISRUPT OPPRESSIVE PRACTICE

I present a plan for addressing and remedying a history of institutionalized racism at a midsized elementary school in British Columbia. Mountainview Elementary was designed 25 years ago to serve a White, Christian demographic seeking an elite educational ethos. The school now finds itself serving a demographic that is 90% South Asian with a large proportion of English language learners. The conservative, Eurocentric approaches to education that made the school attractive historically are still deeply engrained in the organizational structure and pedagogy of the school and now support problematic and highly inequitable educational practices that marginalize the South Asian community. Implementing inclusive, equitable, and culturally relevant structures to support the needs of all learners will require identifying and mitigating bias among the staff, incorporating the voices of the South Asian parents, and mobilizing the knowledge of community stakeholders to integrate culturally relevant curriculum into daily practice. At the heart of my approach to solving the problem at Mountainview are notions of social constructivism and social justice theory which support the enhancement of students\u27 sense of self and the reflection of family values. My framework for leading change is based in authentic and distributed approaches to leadership that develop trust and employ shared decision-making. A hybrid model for change implementation, strategies for evaluating and monitoring change, and next steps for achieving lasting organizational change at Mountainview are discussed. Keywords: Eurocentric, Social Constructivism, Social Justice, Authentic Leadership, Distributed Leadership, Inclusive, Equitable, Culturally Responsive, Bias, Institutionalized Racism, South Asia

Culturally Responsive Policy In An Urban HeadStart Program

The purpose of this Culturally Responsive policy is to provide a framework for implementing and enhancing cultural responsiveness in an urban Head Start program. By increasing awareness of culturally responsiveness and providing on-going professional development and resources, the policy will have a significant impact on ensuring that staff are prepared and supported in the implementation of culturally responsive best practices. The policy maintains that culturally responsive pedagogy facilitates and supports the achievement of all students. Teachers must create a culture where all students regardless of their cultural background are welcomed and provided with the best opportunity to learn

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Child Abuse Programme Guiding Principles: Background and a More Detailed Elaboration of the Programmatic Implications of the Guiding Principles

Oak Foundation's Child Abuse Programme puts the child at the centre of all the work it supports. This statement has guided the foundation's work over the past decade, and we now feel that it is time to clarify and expand on this, with some additional details and reflection on each of the principles that help frame what we do.The work of the Child Abuse Programme is guided by six interrelated and mutually reinforcing principles.The foundational principle is that the work we support is child right's based. Thisi s a stand alone principle and one that is achieved through the integration and operation of five other core principles.The foundation's work is not operational, and so primarily these principles will be reflected through the work they support that is implemented by their partners

Reviewing the understanding of the effects of spacing on children’s eye movements for on-screen reading

This paper endeavors to consolidate current knowledge and empirical research concerning the use of typography for children’s on-screen reading. This paper is not intended as a full literature review but attempts to raise awareness of the areas required for future investigation. This evaluation indicates a significant gap in the literature of children’s on-screen reading and proposes a need for further investigations in typographical spacing. These future studies need to objectively consider children’s eye movements and the effect of screen based text presentation on children’s comprehension