197 research outputs found
We learnt about Hitler at the Mickey Mouse Club a childhood on the eve of war
No full textEnid Elliot Linder was the daughter of a butler and a lady's maid in service in some of England's grandest country houses. She describes how her life changed as Britain headed toward war, evoking the sights and smells of prewar London - and of lonely Cornwall, to where she was unhappily evacuate
Assessing Young Children's Personal Constructs Of `Nature' Using A Modified Repertory Grid Test: A Case Study
No full text2013This paper presents a method for assessing the personal construct systems of young children (ages 4 to 6) regarding the notion of 'nature,' conducted at a Montessori Casa in Toronto, Ontario. Images from the participants' drawings of 'nature' were used in a card sorting exercise and as elements in a modified repertory grid test. Member checking was conducted through recorded conversations with the children throughout the process to minimize the influence of my own construct system. I conducted content analyses of the initial drawings, and made structural measurements and statistical analyses of the card sort and repertory grid data. The limited results indicate that this modified form of repertory grid test is reliable and useful for assessing the structure of young children's construct systems regarding 'nature.' Using Personal Construct Theory may facilitate the development of more participatory, engaging, and effective Environmental Education programs
"It's Alive!" : an exploration of young children's perceptions of the natural world
No full textA pilot program for young children aged three to five years old, River Buddies, developed
for the St Lawrence River Institute of Environmental Sciences, was used as a setting for this
research project. The program was conducted in order to gain insight into young children’s
interest in and experience of the natural world in order to provide direction for appropriate
program development for young children. Indoor and outdoor daycare workshops and family
programs were offered, with hands-on activities, free play and live animals. Clark’s Mosaic
Approach (2001) was the methodology used to gather data including photography, audiorecorded
interviews, surveys and observations notes. Findings highlighted the children’s interest
in learning through sensory experiences, through play with open-ended materials and the power
of connecting with live animals. Adults play an important role in children’s engagement with the
natural world. Listening to children and following their interests strengthened the experience for
children
Camosun Showcase 2017: Professional, Scholarly & Creative Activity
No full textCamosun College values lifelong learning and faculty development. The faculty stories in this report highlight how the college enables development through scheduled development time, professional development funds, innovation and creativity grants and the supports provided by the Centre of Excellence for Teaching and Learning.Published in 2017. Faculty profiled in this report include: Bruce McCormack, English Language Development Department. Heather del Villano, English Language Development Department. Tony Vernon, English Language Development Department. Todd Ormiston, Eyēʔ Sqȃ’lewen Centre for Indigenous Education & Community Connections. Jodi Lundgren, English Department. Laurie Elmquist, English Department. James Nemec,Department of Physics & Astronomy. Janet Stark, Marketing Department. Nevin Harper, Sport & Exercise Education. Mary Harber, Community Support & Education Assistant Program. Enid Elliot, Early Learning & Care Program. Val Montague, Continuing Education. Joyce van de Vegte, Electronics & Computer Engineering Technology Department. Kathy Tarnai-Lokhorst, Mechanical Engineering Department. Gilbert Noussitou, Culinary Arts Department. Ryan Williams, Welding Department. Sue Doner, Centre for Excellence in Teaching & Learning (CETL). Chris Balmer, Counselling Centre
Images and perspectives : young children and digital photography
No full textThis research explores the use of digital photography by young children as a visual language for expressing their views regarding the outdoor environment. It was carried out in a licensed daycare setting with a group of twenty-one 2-4 year old children. A qualitative multi-method design was used, based on the Mosaic approach (Clark & Moss, 2011). The research focused on: (a) the children's perspectives, and (b) the ability of children's photographs to encourage dialogue and support a culture of listening. The theoretical framework was informed by a child's right to be heard, and drew from an image of children as competent learners and builders of knowledge. Findings showed the use of photography supported the sharing of ideas and the co-construction of meaning, revealing perspectives that might otherwise be overlooked. Further studies are needed in order to determine how educators in early learning settings might embed this process of listening into their daily practice
Assessing young children's personal constructs of `nature' using a modified repertory grid test : a case study
No full textThis paper presents a method for assessing the personal construct systems of young children (ages 4 to 6) regarding the notion of 'nature,' conducted at a Montessori Casa in Toronto, Ontario. Images from the participants' drawings of 'nature' were used in a card sorting exercise and as elements in a modified repertory grid test. Member checking was conducted through recorded conversations with the children throughout the process to minimize the influence of my own construct system. I conducted content analyses of the initial drawings, and made structural measurements and statistical analyses of the card sort and repertory grid data. The limited results indicate that this modified form of repertory grid test is reliable and useful for assessing the structure of young children's construct systems regarding 'nature.' Using Personal Construct Theory may facilitate the development of more participatory, engaging, and effective Environmental Education programs
La retraducción: el caso de Enid Blyton
No full textLa retraducción es un proceso poco tratado dentro del ámbito de la traducción literaria y sobre el que se han publicado pocas investigaciones que intenten abarcar el tema de manera amplia. A pesar de ello, es un proceso muy común a lo largo de la historia que despierta numerosas preguntas y posiciones encontradas entre los traductores que lo afrontan. A lo largo de este trabajo se analiza un ejemplo muy reciente de este debate con la nueva retraducción de la saga de novelas ¿Los Cinco¿ de la escritora inglesa Enid Blyton. Utilizando cuatro libros completos de esa famosa serie de libros se intentan entender las distintas causas que pueden llevar a retraducir una obra: sustitución de palabras en desuso, cambios en las técnicas de traducción... y las más polémicas, la eliminación de palabras y frases racistas, sexistas, violentas o clasistas.Retranslation is a procedure that has so far received little discussion within the field of literary translation. There have been published very few investigations trying to cover the subject broadly. Nonetheless, it is a very common procedure over the years generating a lot of questions and conflicting positions between the translators who deal with it. Along this paper I analyse a very recent example of this debate with the new retranslation of the series of novels "The Famous Five" written by English author Enid Blyton. Using four complete books of this famous series of novels I try to understand the different reasons why a work may be retranslated: replacement of obsolete words, changes in translation techniques... and the most controversial ones, the elimination of racist, sexist, violent or classist words and sentences.La retraducció és un procés poc tractat dins de l'àmbit de la traducció literària i sobre el qual s'han publicat poques recerques que intentin abastar el tema de manera àmplia. Malgrat això, és un procés molt comú al llarg de la història que desperta nombroses preguntes i posicions oposades
entre els traductors que ho afronten. Al llarg d'aquest treball s'analitza un exemple molt recent d'aquest debat amb la nova retraducció de la saga de novel·les "Els Cinc" de l'escriptora anglesa Enid Blyton. Utilitzant quatre llibres complets d'aquesta famosa sèrie de llibres s'intenten entendre les diferents causes que poden portar a retraduir una obra: substitució de paraules en desús, canvis en les tècniques de
traducció... i les més polèmiques, l'eliminació de paraules i frases racistes, sexistes, violentes o classistes
Young Children and Educators Engagement and Learning Outdoors: A Basis for Rights-Based Programming
No full textThis article reports on a study undertaken with 4 early childhood programs in a medium-size city in Canada investigating young children's and educators' perspectives on engagement and learning possibilities outdoors. A rights-based methodology including participant observations and interactive activities with children as well as focus groups and discussion groups with educators reveals the diversity and richness of young children's learning opportunities in the natural outdoor space. Educators also talk about forming more egalitarian and fulfilling relationships with children in outdoor activities. The value educators placed on play in natural spaces led to the creation of opportunities for play outside and motivated educators to support children's interactions outdoors by mediating policy and societal fear of the risk of outdoor play. Practice or Policy: The results of the study highlight the value of a learning community for early childhood educators so that they might support children's full use of outdoor space and the critical role of adult allies in advocating for rights-based programming
Integrating Indigenous Ecological Knowledge into Early Childhood Education in Boania Primary School, Ghana
No full textIn the context of Ghana and more broadly sub-Saharan Africa Western content dominates Indigenous content in early childhood education. As a result, there are increasing calls to Indigenize Early Childhood Care and Development in Ghana and sub-Saharan Africa. Coupled with increasing levels of environmental degradation these calls have centered on Indigenous Ecological Knowledges. The idea is that when integrated into early learning, Indigenous Ecological Knowledges will among other things decolonize Early Childhood Care and Development and also enhance sustainability outcomes in children by connecting them to the environment. However, few studies have examined the methodological framework for integrating Indigenous content into early learning in Ghana. To integrate Indigenous Ecological Knowledges into early childhood education, two different knowledges, Dominant Western Knowledge and Indigenous Ecological Knowledge, are being brought together. Hence there exists the possibility of one knowledge dominating the other. Therefore, this research adopted a two-eyed seeing Indigenous methodology to integrate Indigenous Ecological Knowledge into Early Childhood Environmental Education in Boania Primary School in Northern Ghana. As the holders of Indigenous knowledge, two Indigenous Elders helped to integrate the local Indigenous Ecological Knowledge into Kindergarten two (KG2) environmental studies topics by visiting the school to teach and take children out on outdoor learning activities.
The main purpose of this study was to find out how Indigenous Ecological Knowledge can be integrated into Early Childhood Environmental Education curriculum and pedagogy in one rural primary school in Ghana to determine if Indigenous Ecological Knowledge could help resist the continuous domination of Early Childhood Education by Dominant Western content without privileging one form of knowledge over the other. Data were collected by using multiple methods of document analysis, participant observation, and in-depth interviews. The findings revealed that the integration of Indigenous Ecological Knowledge into Early Childhood Education improves learning outcomes by taking environmental studies outdoors and making learning more practical and experiential. Also, the two-eyed seeing methodology adopted provided a framework that prevented the further privileging of Dominant Western Knowledge over Indigenous Ecological Knowledge
Environmental Awareness in Early Years Education: A Systematic Content Analysis on Research from Different Countries
No full textThis systematic literature review and content analysis was conducted to ascertain what research from different countries have found regarding the development of environmental awareness in the early years. Environmental awareness in the context of this study speaks to an understanding of the symbiotic relationship of the different entities coexisting within the environment. Research has shown that as children’s environmental knowledge increases, their personal attitudes are modified to more pro-environmental ways. Environmental awareness, over time, may also support children to develop a sense of identity that goes beyond the individual and encompasses how they see themselves as living cohesively as part of the environment through socialization and experience. This systematic literature review and content analysis explored what programs and practices exist in different parts of the world that engage children in various activities in biodiverse places, to support the development of their environmental awareness, which is based on their geographical location, culture, and socialization. To determine how children are supported as they develop their environmental awareness, this content analysis reviewed 80 articles from 15 countries.
The findings of this systematic content analysis revealed that research from 15 countries across the world embrace the discourse of early childhood environmental education, but with different foci and objectives. These differences are sometimes determined based on social interactions, family values, community norms, national curricula, geographical locations, and culture. This systematic content analysis also revealed that young children can recognize interdependency and develop relationships with other-than-humans within the environment through programs such as nature schools, place-based education, forest schools, and other kindergarten programs. This recognition enables children to honour themselves as humans to survive and to become mindful of the needs of other entities within the environment and of the need to exist interdependently. Through programs and practices as revealed by the systematic content analysis children can deepen their environmental awareness, see themselves as part of the environment, and perhaps can then go on to participate in decision-making and action initiatives to sustain and support the environment
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