980 research outputs found
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Preschool pedagogy: A fusion of traditional Chinese beliefs and contemporary notions of appropriate practice
No full textThis chapter considers pedagogical practices in Hong Kong kindergartens. First, it addresses some macro-level changes which have influenced classroom practice. Second, it considers how professional knowledge about early instruction, educational policy and traditional cultural beliefs about learning have affected teacher-child interactions. Next, through the use of examples, the chapter illustrates current and emerging pedagogical practices in kindergartens and discusses the role of various culturalcontextual factors in shaping the form of early childhood pedagogy. Finally, it argues that a distinct Hong Kong-Chinese early childhood pedagogy is discernible from systematic observations of classroom practice
Implementing the early years foundation stage: a handbook
No full textThe book covers strands of the Early Years Foundation Stage, exploring the pedagogy and Practice of working with young children
educationUndergraduate: Journal of undergraduate research in education (Volume 3)
No full textEdited by Claire Taylor, Richard Woolley, Karl Aubrey, Jean Wickham, Judith Harris, Rachael Burnett and
Marcus Elliott.
Contents: What are Teacher's and Pupil's Persepctives on the Teaching of Modern Foreign Languages as an Embedded Subject? by Sarah Joyce; Strategies to Support Pupils with Autistic Spectrum Disorders Learn Names and Identify Others By Name by Karen Fixter; An Exploration of the Factors within Primary Schools that Affect the Time Allocated to Physical Education by Philip Davies; An Exploration of Fine Motor Skills Activities to Improve Pencil Grip by Caterina Scott; Investigating the Relationship Between the Use of Puppets for Teaching and Pupil Attention and Participation by Laura Rusling
Relationship theory in the nursery: attachment and beyond
No full textContemporary approaches to early childhood education widely acknowledge that young children's relationships with others play a fundamental role in their learning and development. This article explores the construct of relationships within the context of early childhood infant programmes through an examination of the contribution and applicability of attachment theory to current understandings of the nature and consequences of young children's relationships in these settings. A review of the sociocultural context of relationships, the infants' role in relationship formation, and the nature of peer relationships leads to the proposal that practitioners, policy makers, and researchers need to adopt a wider, more dynamic approach to relationships that includes, but extends beyond, that afforded by attachment theory alone
Education for sustainable development in early childhood education: a global solution to local concerns?
No full textThis paper makes the case that Education for Sustainable Development (ESD) offers the field of early childhood a valuable base upon which to begin addressing some substantial contemporary concerns. In the paper, we outline key recent developments in the field of early childhood, particularly those related to globalisation and the spread of European American ideals. Yet ESD promotes the incorporation of local and indigenous understandings in formal education. We propose that, given; (i) broadening appreciation of the reality that early childhood education is characterised by diversity in early values and practices across sociocultural contexts, and; (ii) global interest in and commitment to early childhood education, the field is not only in need of, but also well-placed to adopt this key principle of ESD
educationUndergraduate: Journal of undergraduate research in education (Volume 2)
No full textEdited by Claire Taylor, Peter Harrod, Richard Woolley, Karl Aubrey and Nick Edmonds.
Contents:
Factors Affecting the Use of Experiential Learning in Teaching Religious Education in Schools by Rachel Day; An Investigation Into the Attitudes and Use of Resources for Life-long Learning in the Heritage Sector by Esther Horner; An Investigation into Teachers’ Views on Children’s Spirituality, with Particular Reference to ‘Godly Play’ by Cheryl Livingstone; The Role of Fiction in Motivating Boys to Read by Julie Robinson; The Effect of Role-Play on Children's Speaking Skills by Julia Newton; Pupils' Attitudes Towards Practical Work in Science: Motivating or Monotonous? by Rachel Meek
Are you sitting (too) comfortably?
No full textWhy do teachers not engage with Hallowe'en in the classroom? This article gives details of research findings, and encourages a more dynamic engagement with the subject in school classrooms
educationUndergraduate: Journal of undergraduate research in education (Volume 1)
No full textEdited by John Sharp, Claire Taylor, Richard Woolley and Karl Aubrey.
Contents:
Children's Perceptions of Collaborative Learning by Sandra Tunnard; The Vocabulary of Key Stage 2 Mathematics by Rebecca Hopkin; The Impact of an Intervention Programme on the Development of Social Skills of an Autistic Child by Susan Albrighton; Teachers' Perceptions about Teaching the Holocaust in Primary Schools by Jackie Perceval
Early childhood education policy reform in Hong Kong: challenges in effecting change in practices
No full textSocialization goals, parenting practices, and peer competence in Chinese and English preschoolers
No full textThis cross-cultural study examines relations between parents’ socialization goals and child-rearing practices,
as well as their impact upon peer competence during early childhood. Participants were sixty-three Hong Kong-Chinese mothers, sixty-one English mothers and their preschool-aged children. Mothers completed questionnaires measuring socialization goals and practices. Their children took part in sociometric interviews. Results indicate both similarities and differences in child-rearing practices and in their impact on children’s peer competence across the two cultures. Among both Hong Kong and English mothers, significant correlations were found between (i) socialization towards Filial Piety and Authoritarian practices, and (ii) valuing Socio-emotional Development and Authoritative Parenting. However, Chinese mothers reported stronger emphasis on socialization for Academic Achievement and Filial Piety, as well as greater use of Authoritarian Parenting practices, than English mothers. The use of Authoritarian practices among English mothers was, in accordance with past research, negatively correlated with peer competence among preschoolers. Findings highlight the influence of cultural values upon child socialization and upon the way that these values are translated into practice