scholarly journals Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre

2020 ◽  
pp. 66-82
Author(s):  
Eva Lloyd ◽  
Casey Edmonds ◽  
Celony Downs ◽  
Rebecca Crutchley ◽  
Fran Paffard
1996 ◽  
Vol 21 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Marilyn Fleer

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.


2016 ◽  
Vol 187 (2) ◽  
pp. 244-260 ◽  
Author(s):  
Eva Lloyd ◽  
Casey Edmonds ◽  
Celony Downs ◽  
Rebecca Crutchley ◽  
Fran Paffard

2015 ◽  
Vol 40 (3) ◽  
pp. 195-204 ◽  
Author(s):  
R. G. Signorelli ◽  
M. Coello ◽  
S. Momartin

The STARTTerS Early Childhood Programme at the NSW Service for the Treatment and Rehabilitation of Torture and Trauma Survivors (STARTTS) has been developed in response to the complex refugee experiences of very young children, their families and communities. This biopsychosocial and systemic model is informed by neuroscience, attachment theory and current knowledge of the nature and impact of refugee-specific trauma on very young children and their families. It addresses the complex interactions between, social, cultural and political factors within the trauma and recovery environments, as they influence the clients’ presentations and the choice of interventions with families in cultural transition (FICT).This paper provides a background to the STARTTerS programme, and reports on the results of a Community Based Participatory Research (CBPR) project with the Karen and Mandaean refugee communities. It explores perceptions and cultural views of signs and symptoms related to early childhood trauma. It also explores help seeking preferences in relation to the recovery, settlement and health needs of families with young children. This research has led to ongoing collaborative and consultative processes with those communities, resulting in the development of services and referral systems, which will build a comprehensive and culturally appropriate early childhood programme.


2018 ◽  
Vol 99 (5) ◽  
pp. 61-66 ◽  
Author(s):  
Jennifer Hooven ◽  
Katherine Runkle ◽  
Laurie Strouse ◽  
Misty Woods ◽  
Erica Frankenberg

Four early childhood educators, along with a university researcher, describe their efforts to implement an antiracist, antibias curriculum in a daycare and preschool setting. Even very young children can learn important lessons about race, diversity, and equity, they argue, and teachers should not shy away from addressing these issues at staff meetings and in the classroom.


2020 ◽  
pp. 93-137
Author(s):  
Lesley S. McAllister

Chapter Four explores how early childhood music and movement classes might utilize appropriate yoga postures and breath work for very young children from the ages of three to six, concluding with a sample curriculum for an eight-week summer music course. Building on research on the benefits of music education starting in early childhood, as well as research on the importance of slow, integrated movement for optimal learning and neuromuscular development, this chapter shows how introductory musical concepts may be blended with yoga postures and breath work to enhance attention, motivation, and aural awareness. Some of the proposed poses emphasize crossing the midline, which enhances integration across the two hemispheres of the brain. The postures and breath work may also be used with elementary-age students, so the final section describes how specific techniques might be incorporated in the private lesson, as well.


2007 ◽  
Vol 52 (7) ◽  
pp. 409-417 ◽  
Author(s):  
Anne Duffy

Although there is increasing recognition that a substantial proportion of patients with bipolar disorder (BD) experience an onset of illness in adolescence, significant controversy remains over the validity of the diagnosis in very young children. In careful studies of adult patients dating from Kraepelin, first mood episodes not uncommonly occurred during adolescence. Some of these early-onset patients experienced subthreshold mood disturbances or predisposing temperaments earlier in childhood. Earlier onsets of BD have been reported in more recent clinical and community samples of children. Several factors possibly contributed to these earlier onsets, including exposure to psychotropics, bias in favour of a mood rather than a psychotic diagnosis, and recognition of softer-spectrum BDs. However, the validity of the diagnosis of BD in impulsive, irritable, labile, or behaviourally dysregulated children remains to be proven. Studies of high-risk children of well-characterized parents with BD have demonstrated that BD most often debuts as a depressive episode in mid to late adolescence and that activated episodes are rare prior to age 12 years. Some children manifest antecedent nonspecific psychopathology in early childhood. Therefore, as currently diagnosed, BD does not manifest as such typically until at least adolescence.


Author(s):  
Patti M. Valkenburg ◽  
Jessica Taylor Piotrowski

This chapter discusses how media preferences evolve from birth through early childhood. The focus is on two age groups, infants and young toddlers (up to 2 years old) and older toddlers and preschoolers (2–5 years). For both age groups, it describes a number of specific developmental characteristics and predicts how they influence these young children's media preferences. At what age do infants begin to take an interest in media, and why at that age? Why are toddlers so fascinated by smartphones and tablets? Should very young children even be using media? What is the “pink frilly dress” phenomenon and how does it influence media preferences? And finally, why exactly is development such a strong predictor of media preference?


1996 ◽  
Vol 21 (2) ◽  
pp. 7-11 ◽  
Author(s):  
Terry Heins

This paper reviews the theoretical and very limited research basis for common ‘practitioner advice’ given to early childhood teachers on the phrasing and presentation of rules. Displayed rule lists are the norm in classrooms and examples are given. Student participation in rule construction is difficult but possible for young children. Typical classrooms have more rules than the optimal four or five. Phrasing for generalisation is difficult to present, but assisted by key words. Omitting pronouns and modal verbs assists brevity and comprehension by young children. Positive phrasing may be unrealistic for very young children, who may need behaviourally specific prohibitions. Difficulties with pragmatic comprehension of abstract concepts are often overlooked. Picture support and possibly signing support for rules is likely to assist rule presentation for young children.


2020 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Maria Grazia Simone

Children under seven spend most of their free time using digital technology. Educational contexts, such as school and family, would sometimes seem disinterested in the actual understanding and management of the phenomenon. They are unprepared to provide effective educational indications in this regard. Pedagogical reflection also appaears to be late about the relationship between digital media and early childhood. The paper tries to fill this research gap by trying to answer these questions: How to interpret the wide diffusion of digital media and the net among very young children? What does the screen convey to them? What development gains and educational needs can be covered instead? Under what conditions is the virtual an educational environment?


Sign in / Sign up

Export Citation Format

Share Document