3,619 research outputs found
Lighting the way through the home: development of early braille literacy
Emergent braille literacy is the earliest phase of language development where children, from infancy, are exposed to 'direct, repeated and meaningful interactions with braille literacy materials and events' (Rex, Koenig, Wormsley, & Baker, 1995, p.10). Activities such as shared reading of tactile books, scribbling on the braille machine, joint engagement in nursery rhymes, songs and chants help infants acquire cognitive concepts and develop physical skills to engage in braille. The process leads to the early development of literacy concepts including speaking, listening,reading and writing, as a foundation for braille literacy (Drezek, 1999)
Childrenâs rights and early years provision in India
The term âparticipationâ is vague, and itâs meaning has been increasingly contested in early years education. This chapter analyses childrenâs everyday experiences in a formal preschool setting in India, and offers a series of reflections on what such experiences mean for the concept of childrenâs rights. Considering pedagogy as a contested terrain where different world-views, perspectives and power positions intersect, this chapter examines the power inherent in everyday interactions between children and teachers, and suggests that participation is an ongoing negotiated process. Whether childrenâs rights to participate in early years provision are realised, depends on how they are positioned in everyday contexts. My research demonstrates the active agency of young children, suggests that young children have the ability to contribute to everyday pedagogy and practice, and that their participation is meaningful if it is rooted in their everyday lives. Children should be recognised as active players who can learn things in many ways and acquire knowledge through their embodied experiences
"Evil cats" and "jelly floods": young childrenâs collective constructions of digital art-making in the early years classroom
Digital technologies have the potential to offer new opportunities for childrenâs expressive arts practices. While adult expectations surround and shape childrenâs visual art-making on paper in the early years classroom, such expectations are not so established in relation to digital art-making. So how do children make sense of digital art-making when it is newly introduced into the classroom and adult input is minimal? Drawing on a social semiotic ethnographic perspective, this paper explores this question by examining instances of 4-5 year oldsâ spoken dialogue around the computer during a week in which digital art-making was first introduced into the classroom. Analysis focused on interactions where children proposed, reinforced or challenged conceptions of digital art-making. These interactions demonstrated that childrenâs digital art-making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors; attributing âexpertâ status; and polarizing conflicts. Understanding these processes offers a starting point for thinking about how a new activity like digital art-making can be integrated into the early years classroom and supported by practitioners
Lightening Global Types
Global session types prevent participants from waiting for never coming
messages. Some interactions take place just for the purpose of informing
receivers that some message will never arrive or the session is terminated. By
decomposing a big global type into several light global types, one can avoid
such kind of redundant interactions. Lightening global types gives us cleaner
global types, which keep all necessary communications. This work proposes a
framework which allows to easily decompose global types into light global
types, preserving the interaction sequences of the original ones but for
redundant interactions.Comment: In Proceedings PLACES 2014, arXiv:1406.331
"Evil cats" and "jelly floods": young childrenâs collective constructions of digital art-making in the early years classroom
Digital technologies have the potential to offer new opportunities for childrenâs expressive arts practices. While adult expectations surround and shape childrenâs visual art-making on paper in the early years classroom, such expectations are not so established in relation to digital art-making. So how do children make sense of digital art-making when it is newly introduced into the classroom and adult input is minimal? Drawing on a social semiotic ethnographic perspective, this paper explores this question by examining instances of 4-5 year oldsâ spoken dialogue around the computer during a week in which digital art-making was first introduced into the classroom. Analysis focused on interactions where children proposed, reinforced or challenged conceptions of digital art-making. These interactions demonstrated that childrenâs digital art-making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors; attributing âexpertâ status; and polarizing conflicts. Understanding these processes offers a starting point for thinking about how a new activity like digital art-making can be integrated into the early years classroom and supported by practitioners
On Asynchrony and Choreographies
Choreographic Programming is a paradigm for the development of concurrent
software, where deadlocks are prevented syntactically. However, choreography
languages are typically synchronous, whereas many real-world systems have
asynchronous communications. Previous attempts at enriching choreographies with
asynchrony rely on ad-hoc constructions, whose adequacy is only argued
informally. In this work, we formalise the properties that an asynchronous
semantics for choreographies should have: messages can be sent without the
intended receiver being ready, and all sent messages are eventually received.
We explore how out-of-order execution, used in choreographies for modelling
concurrency, can be exploited to endow choreographies with an asynchronous
semantics. Our approach satisfies the properties we identified. We show how our
development yields a pleasant correspondence with FIFO-based asynchronous
messaging, modelled in a process calculus, and discuss how it can be adopted in
more complex choreography models.Comment: In Proceedings ICE 2017, arXiv:1711.1070
Re-examining Writerâs Workshop for Emergent Writers in Kindergarten for the Inclusion of Developmentally Appropriate Practice
Writingâs importance in the classroom has been pushed aside by the recent push for reading and math instruction (Cutler & Graham, 2008). In early childhood classrooms, the amount of time spent on writing is limited and early childhood teachers are feeling unprepared to address the needs of their students (Cutler & Graham, 2008; Haland, Home, and McTigue, 2018; Korth et al., 2017; Pelatti, Piasta, Justice, and OâConnell, 2014). From a theoretical perspective of social constructivism, social cognitive theory, and emergent literacy, teachers will build on what students already know and can do and support within the social constructs of the classroom and community (Mackenzie, 2011). By appreciating studentâs early marks as emergent writers rather than discounting them as nothing more than scribbles, teachers give students confidence as writers within the classroom (Mackenzie, 2014; Sulzby & Teale, 1985). This project is a resource for teachers to incorporate developmentally appropriate practices within their Writerâs Workshop to support and encourage them to keep writing as part of the daily routine. By centering the focus for emergent writing on illustration at the beginning of students first formal year of school, students begin to build their writing identity and self-efficacy using what they already know how to do when they first arrive at school
Beyond the Pencil: Expanding the Occupational Therapistsâ Role in Helping Young Children to Develop Writing Skills
Occupational therapists (OTs) play an important role in early childhood classrooms as vital members of the educational team, particularly for young childrenâs writing development. Childrenâs emergent writing is a foundational literacy skill, which begins to develop well before they enter elementary school. However, early childhood classrooms are lacking in supports for early writing development. OTs are experts in guiding the development of early writing skills in young children and, therefore, should be considered as critical members of the early literacy curriculum team. This paper identifies the critical role emergent writing plays in early childhood literacy development and how to effectively assess young childrenâs writing ability. Practical guidance is provided to identify specific ways that OTs can merge their occupation-centered approach with their expertise in writing to serve as a key resource for classroom teachers and enhance the writing development of all children. Specific strategies are included for encouraging OTs to expand their approaches to writing beyond handwriting
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