The impact of applying interactive multimedia materials to English teaching practices on children’s learning of English—the case of K.C. English

2015 ◽  
pp. 575-584
Keyword(s):  
Teaching Practices ◽  
Interactive Multimedia ◽  
English Teaching ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Pocket play: Playful persona as an approach to stress-reduction in an elementary school program

2019 ◽  
Vol 5 (2) ◽  
pp. 267-277
Author(s):  
Erinn Webb
Keyword(s):  
Elementary School ◽  
Stress Reduction ◽  
Therapeutic Interventions ◽  
School Program ◽  
Case Examples ◽  
Children’S Learning ◽  
School Based ◽  
Past Experiences ◽  
The Impact ◽  
Children's Learning

Past experiences of trauma can impede children’s learning and success. Playful interactions between skilled counsellors and students can help mitigate the impact of trauma. The author presents case examples of brief drama therapeutic interventions in a school-based program called ALIVE. The article covers the type of persona, qualities and skills cultivated by a counsellor in the ALIVE program, with comparison to medical clowns working in hospitals, pointing out the commonalities, differences and challenges involved.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals The relationship between the physical environment and learning: A blind spot in New Zealand early childhood education discourse?

2012 ◽  
Vol 21 ◽  
Author(s):  
Ann Pairman
Keyword(s):  
Physical Environment ◽  
Physical Space ◽  
Blind Spot ◽  
Minimum Standards ◽  
Children’S Learning ◽  
Physical Environments ◽  
The Government ◽  
The Impact ◽  
The Relationship ◽  
Children's Learning

Although the design, layout and space in ECE environments influences children’s learning, New Zealand’s minimum standards for physical space compare poorly with other OECD countries and there is a paucity of NZ research in this area. This paper argues that the relationship between physical environments and learning is a ‘blind spot’ in NZ ECE discourse. In identifying why this blind spot may have occurred, aspects of the ECE sector’s history are described. In particular it is argued that the sector's status as the ‘cinderella’ of the education system has led to political struggle for government recognition, improved qualifications, adult:child ratios, and funding, and that these issues have necessarily dominated ECE sector discourse. In addition it is argued that historical disparities within the sector have meant that concerns about physical space are not necessarily shared across the sector. In describing why the relationship between physical environments and learning should be of growing concern, this paper argues that bulk funding and minimum standards for physical space, rather than pedagogy, appear to be influencing the design of ECE physical environments, particularly in corporate ECE which is the fastest growing part of the sector. The paper ends by challenging the government and the ECE sector to redress the lack of attention paid to the impact of the physical environment on children’s learning.

Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning

2019 ◽  
Vol 17 (4) ◽  
pp. 376-391 ◽  
Author(s):  
Tracey Hooker
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Doctoral Study ◽  
Childhood Education ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

Portfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously used as the formative assessment tool for children’s learning. The findings demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they could support children to revisit their learning and become involved in their own formative assessment. This is described as recalling, reconnecting and restarting. Through participating in these processes, children become active contributors to their own learning journeys which is a significant factor of formative assessment.

scholarly journals Children's learning and development in conflict- and crisis-affected countries: Building a science for action

2021 ◽  
pp. 1-16
Author(s):  
J. Lawrence Aber ◽  
Carly Tubbs Dolan ◽  
Ha Yeon Kim ◽  
Lindsay Brown
Keyword(s):  
Developmental Psychopathology ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Practice ◽  
Learning And Development ◽  
Social And Emotional ◽  
Children’S Learning ◽  
Developmental Science ◽  
The Impact ◽  
Children's Learning

Abstract This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research–practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research–practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action.

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