Supporting young children as they engage in reflective practices in the virtual classroom: Conditions, challenges and perspectives during the pandemic of the 21st Century

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Reflective Practice Pub Date : 2023-06-06 DOI:10.1080/14623943.2023.2222083

Jennifer Tan, Menn Sze Chua

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Abstract

ABSTRACT This qualitative study investigates conditions for online reflective sessions, the challenges faced and the perceptions of young children when classes moved online. 18 children ages 10–11 participated in the study; they attended 9 online reflection sessions over Zoom and an exit interview. The study concluded that challenges faced when conducting online reflection sessions were the common technical problems – the instability of the network connections and limitations of an online platform. The conditions necessary for reflective sessions include creating appropriate and effective questions to facilitate the process, provision of pictures to prompt discussions and ensuring that the contexts for discussions should be relatable to young children’s experiences. The children had overall positive experiences and considered online reflections as enjoyable learning opportunities. This study provides ideas for supportive and effective conditions for online reflection sessions to promote and motivate meaningful reflections amongst young children.

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支持幼儿在虚拟课堂中进行反思性实践：21世纪疫情期间的条件、挑战和观点

摘要：这项定性研究调查了在线反思课程的条件、面临的挑战以及幼儿在课堂转移到网上时的看法。18名10-11岁的儿童参与了这项研究；他们通过Zoom参加了9次在线反思会和一次离职面谈。该研究得出结论，在进行在线反思时面临的挑战是常见的技术问题——网络连接的不稳定性和在线平台的局限性。反思会议的必要条件包括提出适当有效的问题以促进讨论过程，提供图片以促进讨论，并确保讨论的背景与幼儿的经历相关。孩子们总体上有积极的体验，并认为在线反思是一种愉快的学习机会。这项研究为在线反思会议提供了支持和有效的条件，以促进和激励幼儿进行有意义的反思。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reflective Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

16.70%

发文量