Exploring children's perspectives: Multiple ways of seeing and knowing the child.

This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically

New development and trends in mathematics education at pre-school and primary level

TSG 1 had a broad focus, calling for papers that examined contemporary developments in mathematics education at the preschool and primary level (approximately ages 0 through 12 years). This provided an exciting opportunity to explore issues across the early childhood and school sectors and the team quickly decided to integrate early childhood and school presenters, with sessions organized around common themes, rather than by sector. The range of nationalities of the presenters and the participants in this group also allowed the ideas to be considered as they applied in a number of different contexts. This report highlights the themes that were considered, describes the papers that were presented, and summarises some of the key ideas and issues that arose in the group’s discussions

Growing islands of interest: nurturing the development of young children’s working theories

This presentation draws on the work from a 2-year collaborative practitioner research project, Moments of wonder, every day events: how are young children theorising and making sense of their world. The project aimed to contribute perspectives to the discussion around the ways young children express and develop working theories, how practitioners understand these and how best to respond to this learning in five Playcentres (parent-led early childhood education settings) in Canterbury, New Zealand. Children’s working theories, as described in Te Whāriki (the New Zealand early childhood education curriculum), are derived from Claxton’s view that knowledge consists of a large number of purpose-built situation specific packages called ‘mini theories’, and that ‘learning involved a gradual process of editing these mini theories so that they come to contain better knowledge and skill and be better located with respect to the area of experience for which they are suitable’. When children are engaged with others in complex thinking they are forming and strengthening their working theories. In exploring working theories we recognise that children have many interests. Some of these are fleeting, while others are more connected or revisited more frequently by children. Over the course of our research, we have come to think of these interests as ‘islands’ and in doing so have adopted this as a metaphor for working theories. We were keen to see how we can grow some of these islands of interest: making them more complex, more connected, and more compelling to children. The research team explored the different ways opportunities can be created for children to express and develop working theories and the outcomes for children’s learning as a result. The presentation will focus on some of the strategies implemented and the ways these have contributed to children’s ‘working theories’ learning as the practitioner researchers attempted to build communities of thinkers and ‘wonderers’

Early childhood portfolios as a tool for enhancing learning during the transition to school

From 2005-2008 Mangere Bridge Kindergarten in New Zealand carried out a Centre of Innovation research project exploring the transition between early childhood education and school. A flexible action research approach was used, with the three teacher researchers, supported by two university research associates, developing and researching a range of strategies for supporting children’s learning as the children and their families ‘crossed the border’ from early childhood education to school. Many of these initiatives involved working closely with teachers in the local school setting. This paper focuses on one aspect of the findings, the ways in which the early childhood portfolios could be used to enhance children’s learning during the transition to school. Portfolios were identified as a belonging and empowerment tool; a means for school teachers to access to children’s funds of knowledge; playing a role in constructing a positive self-image about learning; and as valuable literacy artefacts

Young Children's Mathematics: A supporting document for the "Making Things Count" resource

Making Things Count (Ministry of Education, 1999) is a teaching resource for early childhood educators. This paper expands on the ideas in Making Things Count and is intended as a resource for teachers, parents and caregivers who want to understand and enhance young children's mathematical thinking It provides a framework for looking at children's mathematical thinking and explores why the development of a 'number sense' is so important. Annotated lists of books for children and further reading for adults are included, along with master copies of some games for young children. This is followed by a profile of a fictional early childhood centre where mathematical experiences occur as an integral and natural part of the daily programme. A summary of the early childhood teacher's role in providing mathematical experiences for children, and practical suggestions for mathematics in centres are presented at the end

The rich world of children's working theories.

Working theories, and disposition are key learning outcomes of New Zealand’s early childhood curriculum Te Whāriki (Ministry of Education, 2017). In Te Whāriki working theories are described as “the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences” (Ministry of Education, p.23). A number of projects have explored what this means in practice and the pedagogical approaches that help to explore, support and stretch children’s thinking. This presentation revisits the working theory lens to consider the surprising depth of young children’s ideas and ways to recognise and enhance creative and critical thinking

Armut, Überschuldung und Finanzdienstleistungen

Im Falle finanzieller Probleme kann ein Kredit die rettende Lösung sein oder aber aufgrund nicht passgenauer Beratung zu weiteren Problemen führen. Um grundsätzliche Erkenntnisse über die Kreditvergabe in Deutschland zu gewinnen, wurde daher ein Markttest durchgeführt. Anhand des Tests lassen sich verschiedene Problemfelder herausarbeiten

The Science Around Us: Partnerships to foster interest and competency in science among middle school students in rural NM

The New Mexico SEPA project engages rural Hispanic and American Indian middle school students in the science around us, through curricula, summer camp, field trips, career days, school gardens, nature hikes and other learning opportunities in and out of the classroom. Emphasis is placed on role models, health careers, healthy living, and natural history. Learning activities are inquiry based, culturally appropriate and educationally sound. Frequent “think tanks” ensure teacher input and guidance. Professional development is aligned with the program objectives and needs of the teachers.https://digitalrepository.unm.edu/prc-posters-presentations/1006/thumbnail.jp

Job Travel and Work Experiences of Women Employed in the Cooperative Extension Service

A sample of 53 Extension professionals from three western states responded to questionnaires about the challenges and rewards of work travel related to work identity, commitment and satisfaction, and job burnout. Most women identified positive and negative experiences in their jobs, but generally enjoyed the travel aspect of their work. Although burnout is evident, women also experienced a positive effect from balancing many responsibilities at once. Positive aspects of work most distinguished stressed from happy work travelers. Extension women are strongly committed to work in spite of job hardships and tiring demands. Implications for workplace policies and administrators are addressed