scholarly journals Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing

2019 ◽  
Vol 9 (3) ◽  
pp. 223 ◽  
Author(s):  
Lianna Pizzo ◽  
Amanda Chilvers
Keyword(s):  
Hard Of Hearing ◽  
Language And Literacy ◽  
Theoretical Orientations ◽  
Factors Affecting ◽  
Research And Practice ◽  
Practical Applications ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship

This article presents theoretical orientations and practical applications for the assessment of d/Deaf and hard of hearing (d/Dhh) children. It discusses current approaches to assessment and the factors affecting d/Dhh children’s participation in assessments using those approaches. Gaps in the field around access to appropriate assessments are discussed. This review also shares information on the relationship between the purpose of the assessment and the approach selected. Basic considerations for both d/Deaf and hard of hearing multilingual learners (d/DMLs) and d/Dhh children with additional disabilities will be addressed. Finally, general recommendations are made for research and practice.

scholarly journals Children’s participation in early childhood education: A theoretical overview

2021 ◽  
pp. 146394912098178
Author(s):  
Nadine Correia ◽  
Cecília Aguiar ◽  
Fausto Amaro
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Policy ◽  
Early Age ◽  
Research And Practice ◽  
Childhood Education ◽  
Children’S Participation ◽  
Children's Participation ◽  
Theoretical Overview

Children’s right to participate in all matters and decisions affecting them has gained recognition in society. Its promotion is recommended from an early age – namely, in early childhood education settings – and it is described as benefiting children, adults and the community in general. Given the complex and polysemic meaning of participation, different conceptualizations, models and perspectives have emerged. In this article, the authors provide a theoretical overview, describing relevant models, concepts and contributions from distinct perspectives and fields of knowledge – sociological, educational, developmental and sociocultural – as well as contributions from social policy. This overview is particularly relevant to inform research and practice about children’s participation in early childhood education.

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

scholarly journals Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya

2018 ◽  
Vol 2 (3) ◽  
pp. 25
Author(s):  
Odundo Paul Amollo ◽  
Ganira Khavugwi Lilian
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Science Classroom ◽  
Authoritarian Parenting ◽  
Childhood Education ◽  
Learner Participation ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship

Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.

scholarly journals Respect for Nature – A Prescription for Developing Environmental Awareness in Preschool

2013 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Eva Ärlemalm–Hagsér
Keyword(s):  
Natural World ◽  
Pedagogical Practices ◽  
Education For Sustainability ◽  
Human Beings ◽  
National Agency ◽  
Environmentally Sustainable ◽  
Study Approach ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship

Embedded in the notion of sustainability lies a striving for an environmentally sustainable world and respect and care for the non-human world, as well as efforts to establish social, economic and political justice or all people. This paper deals with education for sustainability in Swedish pre-schools from two perspectives: first, the views held concerning the relationship between human beings and nature; second, young children’s participation and agency. The theoretical underpinning is informed by critical theory with a case study approach. The empirical material is derived from 21 applications, which were from Swedish preschools to be certified with »The Diploma of Excellence in Sustainable Development« (Swedish National Agency for Education). The main findings show that few critical questions are raised about the human-nature relationship in the applications, even though views concerning the connectedness with, and care and respect for the natural world are emphasised. Children’s participation and agency are neglected in a structure of ready-made views, activities and working methods already imbedded in the current pedagogical practices. Implications for research and practice would be to further explore how the understandings of the relationship between humans and nature are constructed within early childhood education. 

scholarly journals Thinking with feeling: Children’s emotional orientations to public life

Childhood ◽  
2020 ◽  
pp. 090756822095161
Author(s):  
Vinnarasan Aruldoss ◽  
Sevasti-Melissa Nolas ◽  
Christos Varvantakis
Keyword(s):  
Social Inequality ◽  
Public Life ◽  
Common Experience ◽  
Children’S Participation ◽  
Affective Analysis ◽  
Children's Participation ◽  
The Relationship

The article explores how the concept of ‘emotional orientation’ helps us to reimagine the relationship between childhood and public life. By comparing a subset of two ethnographic biographies of underprivileged children, aged 6–8 years from contrasting neighbourhoods in Hyderabad, India, we illustrate the ways in which ‘emotional orientation’ could mediate and signify children’s experiences of public life. The analysis builds on the girls’ common experience of ‘scolding’ to map out the visceral aspects of poverty, local belonging, place sensitivity, power and social inequality in their lives; the implications for their engagement with public life is noted throughout. Thinking with feeling, we argue, offers crucial insights for (re)imagining the relationship between childhood and public life, and children’s participation therein. In particular, the affective analysis provides the opportunity to tap into children’s political knowingness: a knowingness that eludes normative discourses of public life, but which nevertheless is a vital source of children’s everyday participation.

scholarly journals Learning to Listen: Exploring the Idioms of Childhood

2018 ◽  
Vol 24 (3) ◽  
pp. 394-413 ◽  
Author(s):  
Sevasti-Melissa Nolas ◽  
Vinnarasan Aruldoss ◽  
Christos Varvantakis
Keyword(s):  
Public Life ◽  
Thick Description ◽  
Making Meaning ◽  
Rational Models ◽  
Ethnographic Fieldwork ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Relationship ◽  
Learning To Listen ◽  
What Matters

How do we recognise children’s participation and their relationships with public life? Drawing on evidence from ethnographic fieldwork conducted between 2014 and 2016 for the ERC funded Connectors Study on the relationship between childhood and public life, this article explores the ways in which children communicate their encounters with public life. The contemporary phenomenon of listening without hearing is discussed as this relates to the call for listening to children and the simultaneous failure to hear what they say. Idioms are introduced as an ‘instrument’ for thinking through what it means and feels like to encounter and make sense of childhood and children’s practices of relating to public life. The analysis focuses on three emblematic encounters with six- to eight-year-old children living in Athens, Hyderabad, and London. We argue that dominant understandings of listening to children rely heavily on cognitive, conceptual, and rational models of idealised and largely verbal forms of communication that ignore the affective, embodied, and lived dimensions of making meaning. Through ethnographic thick description, we trouble what it means to tune into children’s worlds and to ‘properly hear’, and in doing so demonstrate the ways in which idioms support an understanding of what matters to children.

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