Parents and Reading: What Teachers Should Know About Ways to Support Productive Home–School Environments

2011 ◽  
pp. 406-424
Author(s):  
Jeanne Paratore
Keyword(s):  
Home School ◽  
School Environments

Young Children and Narrative Meaning-Making to Promote Arts and Technology

2019 ◽  
pp. 484-504
Author(s):  
Susanne Garvis
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Young Children ◽  
Meaning Making ◽  
Home School ◽  
Cultural Norms ◽  
School Environments ◽  
Home Environments ◽  
The World ◽  
Children’S Voices

Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.

Young Children and Narrative Meaning-Making to Promote Arts and Technology

2015 ◽  
pp. 1-20
Author(s):  
Susanne Garvis
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Young Children ◽  
Meaning Making ◽  
Home School ◽  
Cultural Norms ◽  
School Environments ◽  
Home Environments ◽  
The World ◽  
Children’S Voices

Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.

The Assessment of Physical Activity and Nutrition in Home Schooled Versus Public Schooled Children

2010 ◽  
Vol 22 (1) ◽  
pp. 44-59 ◽  
Author(s):  
Douglas E. Long ◽  
Lisa M. Gaetke ◽  
Stephen D. Perry ◽  
Mark G. Abel ◽  
Jody L. Clasey
Keyword(s):  
Physical Activity ◽  
Public School ◽  
Dietary Intake ◽  
Vigorous Physical Activity ◽  
Activity Monitor ◽  
Home School ◽  
Matched Pairs ◽  
School Environments ◽  
Obesity Epidemic ◽  
Home Schooled

The purpose of this study was to descriptively compare the physical activity and dietary intake of public school (PSC) versus home schooled children (HSC). Potential parental and home influences were also examined. Thirty six matched pairs of public school-home school children aged 7–11 years participated in this study. Each participant wore an activity monitor and recorded their dietary intake concurrently for seven consecutive days. PSC had significantly more total and weekday steps, and spent more time in moderate-to-vigorous physical activity compared with HSC. There were no differences in dietary intake between the two groups. These results suggest differences in physical activity between PSC and HSC and encourage further study of public and home school environments, in relation to the obesity epidemic.

scholarly journals Influence of home/school environments on children's obesity, diet, and physical activity: the SUECO study protocol

2021 ◽  
Author(s):  
Julia Díez ◽  
Pedro Gullón ◽  
Roberto Valiente ◽  
Luis Cereijo ◽  
Mario Fontán-Vela ◽  
...  
Keyword(s):  
Physical Activity ◽  
Study Protocol ◽  
Home School ◽  
School Environments ◽  
Diet And Physical Activity

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

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