"Evil cats" and "jelly floods": young children’s collective constructions of digital art-making in the early years classroom

Digital technologies have the potential to offer new opportunities for children’s expressive arts practices. While adult expectations surround and shape children’s 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 olds’ 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 children’s digital art-making was negotiated and constructed through particular processes. Three such processes are presented here: the use of collective motifs and metaphors; attributing ‘expert’ 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

Informatica e pensiero computazionale : una proposta costruttivista per gli insegnanti

L\u2019articolo presenta una proposta formativa che ha per tema la didattica dell\u2019informatica con approccio socio-costruttivista. Tale proposta nasce dall\u2019esperienza sviluppata negli ultimi anni progettando e realizzando workshop nelle scuole, e si basa sull\u2019uso di strategie e strumenti costruttivisti per sviluppare il pensiero computazionale e far scoprire l\u2019informatica come disciplina scientifica. Illustriamo gli obiettivi formativi, i contenuti, la metodologia e le attivit\ue0 proposte e descriviamo gli esiti dello svolgimento di due momenti formativi realizzati secondo questa impostazione: un corso rivolto a studenti di laurea magistrale in informatica interessati all\u2019insegnamento e laboratori per insegnanti senza una specifica formazione informatic

La formazione degli insegnanti della classe 42/A – Informatica: l'esperienza dell'Università degli Studi di Milano

In Italia la formazione universitaria all'insegnamento nella scuola se- condaria ha una tradizione piuttosto recente: alle scuole di specializ- zazione attive negli anni 1999-2008 dovrebbero \u2013 secondo quanto pre- visto dal Decreto Ministeriale del 10 settembre 2010, n. 249 \u2013 sostituirsi lauree magistrali innestate sulla corrispondente formazione discipli- nare triennale; nel transitorio sono stati attivati corsi annuali riservati a laureati di secondo livello selezionati tramite esami (Tirocinio forma- tivo attivo, TFA) o titolari di un'esperienza professionale di insegna- mento di almeno 3 anni (Percorsi abilitanti speciali, PAS). Questo ca- pitolo descrive l'esperienza dell'Universit\ue0 degli Studi di Milano nel progettare e gestire i corsi 42/A TFA e PAS, nel triennio 2012-2015

Sign-changing tower of bubbles for a sinh-Poisson equation with asymmetric exponents

Motivated by the statistical mechanics description of stationary 2D-turbulence, for a sinh-Poisson type equation with asymmetric nonlinearity, we construct a concentrating solution sequence in the form of a tower of singular Liouville bubbles, each of which has a different degeneracy exponent. The asymmetry parameter $\gamma\in(0,1]$ corresponds to the ratio between the intensity of the negatively rotating vortices and the intensity of the positively rotating vortices. Our solutions correspond to a superposition of highly concentrated vortex configurations of alternating orientation; they extend in a nontrivial way some known results for $\gamma=1$. Thus, by analyzing the case $\gamma\neq1$ we emphasize specific properties of the physically relevant parameter $\gamma$ in the vortex concentration phenomena

How Challenging are Bebras Tasks? : An IRT Analysis Based on the Performance of Italian Students

This paper analyses the results of the 2014 edition of the Italian Bebras/Kangourou contest, exploiting the Item Response Theory statistical methodology in order to infer the difficulty of each of the proposed tasks starting from the scores attained by the participants. Such kind of analysis, enabling the organizers of the contest to check whether or not the difficulty perceived by pupils was substantially different from that estimated by those who proposed the tasks, is important as a feedback in order to gain knowledge to be used both in ranking participants and in organizing future editions of the contest. We show how the proposed analysis essentially highlights that the 63% of tasks was perceived at the same level of difficulty estimated by those who proposed them, but a 37% of tasks were either easier or more difficult than expected

The pedagogy and principles of teaching therapeutic practice with children and young people.

Technical approaches suggesting that systematically produced, generalized, and scientific knowledge are the most solid foundations for practice present significant challenges for the social work profession, in which the decisions faced often are not technical but rather moral, requiring the application of ethically based and intuitive skills. Meanwhile, the command, control, and measurement of outcomes in social work practice also present significant conundrums for the delivery of relational person-centered social work and social care. With a focus too often on efficiency rather than on effectiveness, this managerialistic approach frequently fails to acknowledge the complexity inherent in the act of caring. In this context and framework, teaching therapeutic practice with children draws a balance between traditional systematic teaching methods and use of creative media including art, play, and music. This article outlines the positive contribution to professional social work practice that the teaching of therapeutic approaches to child care can make

Exploring what works in art therapy with children with autism:Tacit knowledge of art therapists

Children with Autism Spectrum Disorders (ASD) are often referred to art therapy. To investigate what works in art therapy with these children 'tacit knowledge' of eight well experienced art therapists was explored. Promising components were arranged into the Context and Outcomes of Art Therapy (COAT) model. According to the respondents art therapy contributes with children with ASD to become more flexible and expressive, more relaxed, and more easy talking about their problems in the therapeutic setting as well as in their home situation. Considering the type of evidence in this study, further empirical research into the process and outcomes of art therapy with ASD children is strongly recommended

Is poetry therapy an appropriate intervention for clients recovering from anorexia? A critical review of the literature and client report

© 2017 Informa UK Limited, trading as Taylor & Francis Group. Poetry therapy is an arts-based psychotherapeutic intervention, often delivered in groups. This paper argues that the process and benefits of poetry therapy may be particularly suited to clients recovering from anorexia, as an adjunct to other treatments. Poetry therapy and its history are described briefly, and the relevance of poetry therapy for clients recovering from anorexia is outlined. After one client contributes her experience of this treatment for illustration, the paper offers a review of the evidence base for poetry therapy for eating disorders, and argues that, while research is limited, further research is warranted. Finally, a description of one form of clinical application is offered, to enable replication

CNF1 Improves Astrocytic Ability to Support Neuronal Growth and Differentiation In vitro

Modulation of cerebral Rho GTPases activity in mice brain by intracerebral administration of Cytotoxic Necrotizing Factor 1 (CNF1) leads to enhanced neurotransmission and synaptic plasticity and improves learning and memory. To gain more insight into the interactions between CNF1 and neuronal cells, we used primary neuronal and astrocytic cultures from rat embryonic brain to study CNF1 effects on neuronal differentiation, focusing on dendritic tree growth and synapse formation, which are strictly modulated by Rho GTPases. CNF1 profoundly remodeled the cytoskeleton of hippocampal and cortical neurons, which showed philopodia-like, actin-positive projections, thickened and poorly branched dendrites, and a decrease in synapse number. CNF1 removal, however, restored dendritic tree development and synapse formation, suggesting that the toxin can reversibly block neuronal differentiation. On differentiated neurons, CNF1 had a similar effacing effect on synapses. Therefore, a direct interaction with CNF1 is apparently deleterious for neurons. Since astrocytes play a pivotal role in neuronal differentiation and synaptic regulation, we wondered if the beneficial in vivo effect could be mediated by astrocytes. Primary astrocytes from embryonic cortex were treated with CNF1 for 48 hours and used as a substrate for growing hippocampal neurons. Such neurons showed an increased development of neurites, in respect to age-matched controls, with a wider dendritic tree and a richer content in synapses. In CNF1-exposed astrocytes, the production of interleukin 1β, known to reduce dendrite development and complexity in neuronal cultures, was decreased. These results demonstrate that astrocytes, under the influence of CNF1, increase their supporting activity on neuronal growth and differentiation, possibly related to the diminished levels of interleukin 1β. These observations suggest that the enhanced synaptic plasticity and improved learning and memory described in CNF1-injected mice are probably mediated by astrocytes