41,415 research outputs found
Analyzing Preschoolers Requirements to the Integration of Game Based Learning in Tanzania
The Tanzanian preschoolersâ experiences and skills of what they find pleasant and how they acquire knowledge in schools is a valuable source of inspiration for the blueprint of the language learning contents intended for them. In this paper, the researcher analyzes the preschoolers requirements that were gathered based on the available design of Tanzania Alphabetical Sound Quiz (TALSQ) prototype and the three approaches used in requirement gathering. Active involvement of the Tanzanian preschoolers on the use of the game based alphabetical sound quiz prototype is also explored. From the requirements gathering, the inputs of the preschoolersâ capitulated constructive outcomes based on the graphical user interface and the contents of the English alphabetical sound articulation language learning settings under development. Further, issues related to the design association with preschoolers, particularly the preschoolersâ feelings of possession over the ultimate result have also been addressed. The results further revealed preschoolers enthusiasm to use the gamified sound quiz prototype in learning and that attitudes to gamification are not homogenous and depict particular relation to preschool educational setting. The features of digital inhabitants donât apply to all preschoolers, which should be reflected in the subjects that employ the use of computers in preschools. Keywords: Preschoolers, Requirements, Sound articulation; User Interface, TALSQ prototyp
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This study examines what âmemory elementsâ are connected, and how and when preschoolers use those elements to understand nature. Nature and how preschoolers understand it are relevant to elementary school subjects, such as Living Environment Science and Natural Science. Relying on Whiteâs theory of memory elements ïŒ1988ïŒ, this paper analyzes two case studies in which preschoolers brought various concepts of nature into their cognition and extracted relevant memory elements. The analysis clarifies how preschoolers cognize nature in and through their experiences. Findings from the study suggest that preschoolersâ original cognition settles into proto-experience when the obtained memory elements, such as images, motor skills, and episodes are enhanced by preschoolersâ relations with others, narratives of the situation, and their own emotional preference. The results also suggest the possibility that preschoolersâ improved cognition of nature helps them become capable of dealing with elementary school subjects as the structuring of their memory elements, and parts of their memory elements are verbalized and words are muttered, perhaps in the form of self-talk, and the memory elements are transformed into strings, propositions, and intellectual skills
Revealing personal identity through conferences about short stories in low-ses preschoolers.
This paper reveals personal identity through conferences about short stories in low-SES (Socio Economic Status) preschoolers between four and five years old in a kindergarten from the ICBF (Instituto Colombiano de Bienestar Familiar) in BogotĂĄ. This research projectÂŽs objective is to analyze low-Ses preschoolersÂŽ personal identity through conferences about short stories, identify criteria that determine low-SES preschoolersÂŽ personal identity and describe the relationship between personal identity criteria and low-SES preschoolersÂŽ life experiences. To achieve this purpose, the researchers selected ten preschoolers between four and five years old, five girls and five boys. For the implementation there were seven sessions in total in which the researchers applied seven personal identity criteria by showing children different short stories. These stories were created by the researchers and tailored to be relevant to the children. Also, different reading comprehension strategies and activities were carried out, children then drew about their life experiences and answered multiple questions designed by the researchers which were called conferences. To collect the data, the researchers used field notes, childrenÂŽs drawings and conferences. After the process, it was found that feeling like part of a family, building relationships, recognizing their bodies and abilities, absorbing their environment, using their imagination to solve problems and dreaming about their future were relevant aspects and are related to their personal identity
Parental socialization of emotion : how mothers respond to their children's emotions in Turkey
Several research studies suggest a link between parentsâ emotion socialization and
childrenâs social competence and behavior problems. Parents contribute to their
childrenâs emotion socialization, more directly, through responses to their childrenâs
emotions. Early emotion socialization experiences with parents establish patterns of
emotion experience, expression, and regulation that children carry into their broader
social circles. Few scales exist to document parentsâ responses to childrenâs emotions.
The aim of this study was to document mothersâ responses to their childrenâs sadness,
anger, fear, and being overjoyed. A study sample of 868 mothers of preschoolers
completed the questionnaire in Turkey. The validity and reliability properties of the
Responses to Childrenâs Emotions (RCE) Questionnaire were also examined. We found
that mothers in Turkey preferred to respond differently to childrenâs different emotions.
Mothersâ responses generally did not differ according to the gender of their children; the
only difference was found for sadness. Mothersâ responses to their childrenâs emotions
related to the childrenâs and mothersâ ages, monthly family income, levels of mothersâ
education, mothersâ employment status, birth order of children, and the city they lived
in. This study is important in that it is the first to document mothersâ emotion
socializationpeer-reviewe
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Mobile Device Use Among Rural, Low-Income Families and the Feasibility of an App to Encourage Preschoolers' Physical Activity: Qualitative Study.
BackgroundAs mobile devices are becoming ubiquitous, technology-based interventions provide a promising strategy to positively influence health behaviors of families with young children. However, questions remain about the feasibility and acceptability of intervention delivery via mobile apps in low-income, rural settings and among families with preschoolers.ObjectiveThe aims of this study were to understand the content and context of mobile device use for preschoolers; explore parent beliefs on this topic, including the acceptability of intervention delivery via mobile devices; and test a prototype of an app to encourage preschoolers' physical activity with both parents and children.MethodsParents (n=29) were recruited from 5 preschool centers in eastern, rural Colorado to complete a semistructured telephone interview regarding preschoolers' mobile device use. A second sample of parents (n=31) was recruited from the same preschool centers to view the app prototype independently and provide feedback. A third sample of preschool children (n=24) was videotaped using the app in small groups to measure engagement and record their responses to the app.ResultsFive key content areas emerged from the telephone interviews: (1) mobile devices are an important part of families' everyday routines, and parents have parameters governing their use; (2) parents often use mobile devices as a tool for behavior management; (3) parents clearly distinguish between mobile device use for learning versus entertainment; (4) parents have an overarching desire for balance in regard to their child's mobile device use; and (5) parents were generally supportive of the idea of using mobile apps for intervention delivery. From the app prototype testing with parents, participants reacted positively to the app and felt that it would be useful in a variety of situations. Testing with preschoolers showed the children were highly engaged with the app and a majority remained standing and/or actively moving through the entire length of the app.ConclusionsMobile devices are already integrated into most families' daily routines and appear to be an acceptable method of intervention delivery in low-income families in rural Colorado. The physical activity app represents an innovative way to reach these families and, with further improvements based on participant feedback, will provide children with a unique opportunity to practice key movement skills
Cultural variation in cognitive flexibility reveals diversity in the development of executive functions
Cognitive flexibility, the adaptation of representations and responses to new task demands, improves dramatically in early childhood. It is unclear, however, whether flexibility is a coherent, unitary cognitive trait, or is an emergent dimension of task-specific performance that varies across populations with divergent experiences. Three-to 5-year-old English-speaking U.S. children and Tswana-speaking South African children completed two distinct language-processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test. U.S. and South African children did not differ in word-learning flexibility but showed similar age-related increases. In contrast, U.S. preschoolers showed an age-related increase in rule-switching flexibility but South African children did not. Verbal recall explained additional variance in both tests but did not modulate the interaction between population sample (i.e., country) and task. We hypothesize that rule-switching flexibility might be more dependent upon particular kinds of cultural experiences, whereas word-learning flexibility is less cross-culturally variable
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Selective scepticism over thought: am I ever justified in doubting that I think that thought but not this one?
In this paper, I subject a number of statements avowing selective doubt about an act of thinking to philosophical analysis (e.g., "A thought occurred just now but I do not believe that I was thinking it") to ascertain those circumstances under which they constitute a legitimate expression of scepticism. C an a case be made for epistemic discrepancy sufficient to justify the following claim : "I doubt that I think that thought but not this one"? In support of selective scepticism, I discuss the ontological and epistemic properties evident in an indirect form of Mooreâs paradox which features beliefs about a thought and a thinker: notably, "I experienced a thought just now but I do not believe that I was thinking it". I argue that the conjunction above contains conjuncts which are ontologically equivalent but epistemically distinct. This difference explains not only why the statement is indirectly Moore paradoxical but how selective scepticism over thought might be justified. To further support my claim for the legitimacy of selective scepticism, I consider research on how a child acquire s beliefs about thinking , and speculate over the cause of a rare pathological condition known as thought insertion
Intergenerational attitudes and experiences of older adults : a narrative analysis set within a retirement village participating in a intergenerational programme (IGP) : a thesis presented in partial fulfilment of the requirements of the degree of Doctor of Clinical Psychology at Massey University, Albany, New Zealand
iPlayed is an intergenerational programme (IGP) taking place between residents of a retirement village in Wellington, New Zealand and preschoolers at a childcare facility nearby. IGPs have been designed to address an increasingly age segregated society and have been shown to have multiple benefits for older people, including generativity (a need to nurture and guide younger people). As no research on the IGP experience of older adults exists in New Zealand, this research aimed to not only understand this, from the older adultsâ perspective, but to also understand their views and experiences of IGPs in general, and about preschool aged children. In-depth interviews were conducted with eighteen retirement village dwelling older adults about their experiences and then analysed using narrative analysis. From the eight identified narratives the iPlayed experience was found to be a brief, life affirming experience and one in which they had to adopt certain roles in order to enhance enjoyment. Beyond this, no deeper meaning was assigned to it. The influence of ageing being a time of contribution back to society was evident, and, for some, iPlayed was positioned within this narrative as an option to accomplish this. iPlayed was also located within the context of a retirement village as a means to reclaim some of the social identity lost through moving to this environment. Deep meaning was ascribed to the role of great grandparent or grandparent and familial generative exchanges were identified as operating indirectly through the parents of the preschoolers and not via an exchange of cultural artefacts, wisdom or knowledge with the young child. With non-kin children, the traditional direction of generativity was challenged, with older adults implying that the younger personâs knowledge of modern technologies was of more benefit to them compared to what they had to offer. Participants identified that, in general, interacting with preschool aged children is stimulating and beneficial, but is not for all older people. In its current design iPlayed was queried, by those not participating in it, for how this might be impacting on its ability to provide an opportunity for older people to be generative or even as a means for people to contribute to the community they live within.
These findings recognise a different social milieu in operation today, the experience of ageing in New Zealand and how intergenerational exchange fits within this. Set amongst the powerful social narrative to age âsuccessfullyâ active today, this research has identified that IGPs can carry out an important role within this structuring force. Building on from this study, researchers should aim to further understand the views and perceptions of older people on younger people which will, in turn, help policymakers and IGP developers harness the best of what both young and old have to offer each other. Finally, for those working in the IGP field, the concept of generativity between non-kin older people and preschoolers needs further exploration
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