1,620 research outputs found
sj-docx-1-jbd-10.1177_01650254221108163 – Supplemental material for Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change?
No full textSupplemental material, sj-docx-1-jbd-10.1177_01650254221108163 for Fostering children’s social pretend play competence and social skills through play tutoring: What is the mechanism of change? by Isabelle Kalkusch, Ann-Kathrin Jaggy, Carine Burkhardt Bossi, Barbara Weiss, Fabio Sticca and Sonja Perren in International Journal of Behavioral Development</p
Cut-elimination, substitution and normalisation
No full textDate of Acceptance: 01/2015We present a proof (of the main parts of which there is a formal version, checked with the Isabelle proof assistant) that, for a G3-style calculus covering all of intuitionistic zero-order logic, with an associated term calculus, and with a particular strongly normalising and confluent system of cut-reduction rules, every reduction step has, as its natural deduction translation, a sequence of zero or more reduction steps (detour reductions, permutation reductions or simplifications). This complements and (we believe) clarifies earlier work by (e.g.) Zucker and Pottinger on a question raised in 1971 by Kreisel.Peer reviewe
Adults’ Involvement in Social Pretend Play in the Context of Early Childhood Education
No full textEducational positions on adult involvement in social pretend play vary. Some view it as an interference that could disrupt children's play (e.g., Korat et al., 2002), while others believe that adult involvement could enhance the quality or complexity of children's play, leading to improved learning and social development (e.g., Bodrova et al., 2013; Weisberg et al., 2013). The role that adults take on during play matters. Research suggests that less involved behaviour, such as running back and forth or being unavailable is negatively related to children’s engagement in play (Singer et al., 2014). On the other hand, taking a more active role as a co-player or play leader has been shown to increase children's social interactions with peers and their level of social play (Gaviria-Loaiza et al., 2017). We conducted a controlled intervention study with a pre-, post-test, and follow-up design on pretend play tutoring and children’s social development. The study sample consisted of 27 Swiss play groups with N=215 three- to four-year-old children, who were randomly assigned to one of three experimental conditions: Pretend play tutoring, provision of role play material, or usual interaction. The results showed that taking an active role in children's pretend play improved the quality of their play compared to solely providing play materials or usual interaction. This ultimately enhanced children's social competencies (Kalkusch et al., 2020; Jaggy et al., 2023). Implications for the design of child-centered learning environments that encourage peer interactions and social development are discussed.)
I remember teaching English at Seabrook
No full textIn this "I remember" memoir, Isabell Waugh, a former teacher at Seabrook, compares and constrasts the different groups of students she taught. She remembers that native-born American teenagers tended to be more concerned with athletics and social activities, than academic matters. In comparison, Estonian and Japanese parents did not tolerate low academic performance, so students from the two groups often competed intensely with each other for academic achievement and recognition. Isabelle recalls that the Estonians were, in general, more sophisticated and better educated. Most of the children knew 3-5 languages, and were more advanced in math and science. She sensed that some Estonian parents felt that their homes at Seabrook were temporary, and that they would be returning to Estonia at some point. The Seabrook Educational and Cultural Center has been soliciting current and past residents of Seabrook Farms for an "I remember" project. Residents are asked to create narratives regarding their experiences at Seabrook Farms. These memories help preserve the history and multi-cultural heritage of Seabrook Farms
Isabelle Bell to Susan Niemcewicz, December 23, 1800
No full textIsabelle Bell wrote to Susan U. Niemcewicz in Elizabethtown, New Jersey. Bell expressed her disappointment in not receiving a line from Susan. She sent Bell Lucretia Rephans subscription epistle, but Susan refrained from writing a letter to her. Bell did not execute any of Susan’s commissions in New York because her time there was short. Miss Resham heard that Mr. B Livingston told his sister, Mrs. J. Livingston that he would offer Bell a salary to live in his house and take charge of his children’s education. Asked if Susan what she thought of her being an author and if Susan would subscribe to a small volume that may have the good fortune to rival the poems of the immortal Scarron.https://digitalcommons.kean.edu/lhc_1800s/1143/thumbnail.jp
Interviews with Carl T. Bode, Isabelle Fritschen, Joseph H. Hirt, Mary G. Hirt, and Minnie Campbell
No full textInterviews with Carl T. Bode, Isabelle Fritschen, Joseph H. Hirt, Mary G. Hirt, and Minnie Campbell. The recording includes a variety of German-language songs. The last half of the recording is dedicated to Minnie Campbell telling about her time working for Mother Bickerdyke. The first few minutes of the recording are missing. 00:00:13 - Song, The Messenger Bird sung by Joseph H. Hirt and translated by Isabelle Fritschen 00:01:35 - Song, Birdie in the Window, sung by Mary Gertrude Hirt 00:02:59 - Story of Peter John Thielen\u27s experience in the Franco-Prussian War told by Joseph Hirt 00:05:27 - Grandfather\u27s experience with wild cattle told by Isabelle Fritschen 00:07:31 - Carl T. Bode introduction 00:08:46 - Nursery rhyme about hands 00:09:09 - The Cuckoo and the Donkey 00:09:42 - Sleep Baby Sleep 00:10:24 - Golden Evening Sun 00:11:00 - Beautiful Moon 00:12:10 - My Homeland 00:13:50 - Minnie Campbell Introduction 00:14:05 - Experiences as Mother Bickerdyke\u27s secretary 00:14:35 - Mother Bickerdyke\u27s 81st birthday celebration in Bunker Hill, KS 00:19:59 - Mother Bickerdyke\u27s portrait 00:23:55 - How Lydia Foster, Mother Bickerdyke\u27s Black maid came to live with her. 00:26:34 - Mother Bickerdyke\u27s death 00:29:34 - Mother Bickerdyke\u27s burial in Galesburg, Illinois 00:30:28 - Working for Mother Bickerdyke 00:34:01 - Going to School as a student of James Bickerdyke, Mother Bickerdyke\u27s son 00:35:26 - Decline of Bunker Hill, KS 00:37:15 - Russell stealing the county seat from Bunker Hill 00:38:09 - Closing of the Dorrance, KS bank 00:39:00 - Mother Bickerdyke\u27s personality 00:42:34 - Experience with Nina Brown Baker author of Cyclone in Calico 00:48:24 - Mother Bickerdyke Home for Widows and Children in Ellsworth, KS 00:51:13 - Post scripthttps://scholars.fhsu.edu/sackett/1014/thumbnail.jp
Formalization of Isabelle Meta Logic in NuPRL
No full textNuPRL and Isabelle are two general purpose theorem provers. Both of them are based on a version of Constructive Higher Order Type Theory. In an earlier work the author has proposed an informal semantics of Isabelle Meta Logic in an extension of NuPRL Type Theory. An automated converter, based on this semantics, has been developed, that translates Isabelle theorem statements into NuPRL. This work presents a formalization of the above semantics in NuPRL. It starts with a deep embedding of Isabelle type and term syntax into NuPRL Constructive Type Theory. Next, two internal NuPRL functions are defined. One of them maps Isabelle types into NuPRL types and the other maps Isabelle terms into elements of appropriate NuPRL types. These two functions provide an interpretation of Isabelle in NuPRL. Finally, interpretations of all Isabelle Meta Logic rules are proven as theorems in some classical extension of NuPRL Type Theory. This formalization is aimed to provide a more secure foundation for the interaction between two systems
Förderung soz. Kompetenzen von Vorschulkindern durch begleitetes Fantasiespiel by Perren et al.
No full textFörderung soz. Kompetenzen von Vorschulkindern durch begleitetes Fantasiespiel by Perren et al.
No full textPretend Play Tutoring : Promoting Preschoolers’ Social Development through Social Pretend Play
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