157 research outputs found

    The Power Of Play In Early Childhood Education

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    This literature review synthesizes research on how early childhood classrooms use play as a learning tool for students. The review of literature examines different types of play and how children develop in relation to play. Play in the classroom is often viewed as a reward for completing schoolwork, but in preschool classrooms and beyond, play offers a wide variety of learning opportunities and aids in the development of new skills. This literature review uses scholarly articles and journals to examine the different types of early childhood play in the classroom and how children develop in relation to being able to play. Research published within the last ten years on the topic of play in the classroom reveals evidence that children are in fact learning while participating in play

    KehittÀvÀn varhaiskasvatuksen mahdollisuudet

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    Early childhood education has faced new challenges. There is credible evidence from previous follow-up studies that investment to high quality early education programs is the most profitable investment in any educational system globally, but worldwide crises multiply the challenge and complicate the idea what is quality of early education. This article introduces a forgotten project plan written by a task force led by Davydov (1988). The plan presents the idea of future oriented early childhood education, which focuses on personality development of every child. The plan emphasizes parallel development of general abilities and individual differences of all children. Joint play of adults and children is the main method of introducing human values to children. The project plan launched two experimental early education projects in 1996. The first one focuses on the development of children’s creative imagination and the second one on narrative learning in play world environments. The current paper will introduce and discuss these experimental projects.Varhaiskasvatus on uusien haasteiden edessĂ€. Aikaisemmat pitkĂ€kestoiset seurantatutkimukset ovat johdonmukaisesti osoittaneet, ettĂ€ laadukas varhaiskasvatus on kaikkein kannattavin rahallinen sijoitus koulutusjĂ€rjestelmÀÀn maailmanlaajuisesti, mutta nykyiset kriisit moninkertaistavat haasteen ja monimutkaistavat idean varhaiskasvatuksen laadusta. Artikkelissa esitellÀÀn kehittĂ€vĂ€n varhaiskasvatuksen konseptin (Davydov, 1988) perusteita ja niiden pohjalta toteutettuja kokeiluja, joissa on tĂ€hdĂ€tty lasten luovan mielikuvituksen sekĂ€ aikuisten ja lasten yhteisten leikkimaailmojen avulla lasten persoonallisuuden kehittĂ€miseen. Suunnitelma korosti lasten yleisten kykyjen ja yksilöllisten erojen samanaikaista kehittĂ€mistĂ€. Aikuisten ja lasten yhteinen leikki on pÀÀmetodi tutustuttaa lapset yleisinhimillisiin arvoihin. Projektisuunnitelman pohjalta on kĂ€ynnistynyt vuonna 1996 kaksi kokeellista kehittĂ€misprojektia. EnsimmĂ€inen on kohdistunut lasten luovan mielikuvituksen kehittĂ€miseen ja toinen juonelliseen oppimiseen leikkimaailmaympĂ€ristöissĂ€

    American Mom

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    A reflection of my short film American Mo

    Effects of a Pretend Play Intervention on Executive Functioning Tasks

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    Honorable Mention for 2013. Paper written for course: PSYC 350, Professor Tracy Gleason

    Improving Outcomes for Refugee Children: A case study on the impact of Montessori education along the Thai-Burma border

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    There are 25 million displaced children worldwide, and those receiving schooling are often educated in overcrowded classrooms. Montessori is a child-centred educational method that provides an alternative model to traditional educational approaches. In this model, students are able to direct their own learning and develop at their own pace, working with materials rather than in supervised groups or with direct teacher instruction. Because most children are working alone, teachers have more time to work one-on-one with children even when student-teacher ratios are quite large. This gives teachers increased opportunity to tailor their teaching to the specific needs and strengths of each student. We conducted an evaluation of Montessori classroom conversion for displaced students on the Thai-Myanmar border. We administered the Ages and Stages Questionnaire (ASQ) to 66 children before and after classroom conversion and across treatment and control classroom conditions. We then conducted difference in difference testing. All domains showed meaningful improvements in ASQ scores, with the Montessori students gaining 18 points relative to the traditional students (p = 0.33). However, only the personal-social domain of the ASQ was statistically significant (8.8 point gain for the Montessori students relative to the control, p < 0.05) in our underpowered sample

    Mediating family play: Exploring the expectations of digital media through a mobile application designed to facilitate real-world child–parent play

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    This article highlights the necessity of considering socio-cultural values and attitudes when designing digital media, through presenting a study that explores parental attitudes toward play and digital media in childhood. Here we present a study examining the effectiveness of a mobile application designed to encourage real-world play between parents and their children (aged three to five years old). A series of quasi-naturalistic play spaces were created in child-centric organisations with parents visiting these organisations invited to use the play space — including tablet devices loaded with the application. Surveys – including open and closed questions – were collected from 28 parents along with observational data focusing on parent–child–screen interactions. The research highlights a tension between the physicality and preconceptions of digital devices and parent–child play. We also note the mobilisation of the notion ‘quality time’ as somewhat antithetical to digital play — indeed, expectations of digital devices in childhood, alongside a presumed developmental purpose of certain forms of play, impacted the capacity of this application to facilitate real-world play. These findings and resulting methodological discussion have implications for both the design of mobile applications and future research. Moreover, this article highlights some of the values and assumptions that influence parental expectations of purposing play and digital media

    Play-based learning in Western Australian schools: Contributing to the process from policy to practice

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    The role of play within Western Australian (WA) schools has been the subject of much debate since the publication, in 2016, of The Early Childhood Australia (ECA) Discussion Paper which called for a WA Play Strategy in Early Childhood Education and Care (ECEC). The Discussion Paper was the result of a 2013 consultation of ECA’s WA based members. The members identified a noteworthy limitation to the opportunities that young children in WA have to play and that these opportunities are diminishing. Other significant organisations active within ECEC policy and practice in WA, including family, child and educator representation groups, publically agreed with this ascertain (Hesterman, Targowska & Howitt 2016). ECA agreed to advocate for play through the creation of a WA Play Strategy Initiative. Since the publication of the Discussion Paper in 2016, there have been further significant developments

    Avoidance of the real and anxiety about the unreal: attachment style and video-gaming

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    In this article, the authors discuss the light and dark side of attachments and attachment style in physical and digital worlds. They argue that many games offer opportunities for the generation of new and meaningful attachments to both physical and digital others. They discuss two ‘fundamental attachment errors’ and show how these can lead to both ‘light’ outcomes, in terms of opportunities to learn more secure attachment patterns, and ‘dark’ outcomes, where existing dysfunctional behaviours become more pronounced. The authors argue that the avatars which children adopt online have important consequences for their psychosocial development, and that these are mediated through the degree to which the real self is differentiated from the avatar. It is proposed that attachment is a key force in understanding play, and that studying its manifestations and effects in digital playscapes may contribute to understanding the effects of life online, and how insecure attachments may become secure

    Reviews of educational toys designs in cultivating social competence of preschool children

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    There is a need to embed social development attributes in educational toys design to cultivate children acquire higher competency personalities. The purpose of this paper is to analyse the attributes of social development through educational toys design in cultivating social and emotional development among preschool children. This study uses Literature Review to analyse the attributes of social skills development for educational toys designs. Prior investigation is carried out on methods in promoting positive social development towards young children and to understand the influence of educational toys design on children’s play environment. Additionally, this paper also uses Literature Review to document social behavioural aspects of pre-school children in Malaysia. The results are expected to lead towards the theoretical framework or guidelines in designing educational toys for the social development of children. This review will serve as a decree for consumers and product manufacturers to have a deeper understanding towards the social and emotional development of children, which would nurture the growth of their moral compass and improve their attitudes. Lastly, this paper is expected to contribute to the sustainable development in human ecology

    Using Video in Role Playing Technique to Improve the Elementary

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    Speaking is the earliest skill among other language skills acquired by children and serves as the medium most frequently used in communication. Nevertheless, speaking becomes a difficult skill when performed in public, especially for elementary school. This study aims at describing how the use of video as the media in role playing in teaching speaking to elementary school students can improve their ability in speaking. This is a qualitative study using classroom action research as the design. The subject was the elementary school students at SDI Khaira Ummah Padang, West Sumatra, Indonesia. The selected video was entitled —As a Result of Telling Lies which was played before the students were asked to speak. The data were the students’ oral expression ability collected using tests, interviews, observation and documentation. The results of data analysis show that the students’ speaking ability improves in every cycle. Keywords: Videos, role playing, technique in teaching speaking, elementary school student
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