Tässä artikkelissa tarkastellaan hyvekasvatuksen ulottuvuuksia varhaiskasvatuksessa. Laadullinen tutkimusaineisto perustuu varhaiskasvatushenkilöstön tekemiin kirjauksiin ja haastatteluihin hyvekasvatuskokeilussa, joka toteutettiin Hyveet elämässä -työkalun avulla useassa eri päiväkodissa (N = 24). Tutkimuksessa selvitettiin, (1) miten varhaiskasvatuksen henkilöstö kokee hyvekasvatuksen toteuttamisen päiväkodissa sekä (2) millaisia vaikutuksia henkilöstö arvioi hyvekasvatuksella olevan lapsiin, lasten perheisiin ja varhaiskasvatuksen arkeen. Aineiston analyysi toteutettiin aineistolähtöistä sisällönanalyyttistä menetelmää käyttäen, ja sen tuloksena muodostui viisi hyvekasvatuksellista tulosluokkaa, joiden kautta henkilöstö kuvaa näkemyksiään hyvekasvatuksen merkityksestä lapsille, huoltajille ja henkilöstölle itselleen. Tuloksissa korostuu henkilöstön näkemys hyvekasvatuksen erittäin myönteisestä ja laaja-alaisesta merkityksestä. Hyvekasvatuksella nähdään olevan positiivinen merkitys lapsen kokonaisvaltaisen eettisen, sosiaalisen ja psyykkisen kehityksen tukijana ja sen katsotaan kuuluvan luontevaksi osaksi varhaiskasvatuksen arkea ja suunnitelmallista pedagogiikkaa. Tutkimuksessa nousevat esiin myös koronapandemiaan ja varhaiskasvatuksen resurssien riittämättömyyteen liittyvät haasteet hyvekasvatuksen toteuttamisessa. Tutkimustulokset nostavat esiin hyvekasvatuksen merkityksen kasvatuksen päämäärän pohtimisessa ja lapsen kasvattamisessa itsenäiseksi moraalisubjektiksi.
{"title":"Hyvekasvatus varhaiskasvatushenkilöstön kokemana","authors":"Saila Poulter, Antti Kylliäinen","doi":"10.58955/jecer.126904","DOIUrl":"https://doi.org/10.58955/jecer.126904","url":null,"abstract":"Tässä artikkelissa tarkastellaan hyvekasvatuksen ulottuvuuksia varhaiskasvatuksessa. Laadullinen tutkimusaineisto perustuu varhaiskasvatushenkilöstön tekemiin kirjauksiin ja haastatteluihin hyvekasvatuskokeilussa, joka toteutettiin Hyveet elämässä -työkalun avulla useassa eri päiväkodissa (N = 24). Tutkimuksessa selvitettiin, (1) miten varhaiskasvatuksen henkilöstö kokee hyvekasvatuksen toteuttamisen päiväkodissa sekä (2) millaisia vaikutuksia henkilöstö arvioi hyvekasvatuksella olevan lapsiin, lasten perheisiin ja varhaiskasvatuksen arkeen. Aineiston analyysi toteutettiin aineistolähtöistä sisällönanalyyttistä menetelmää käyttäen, ja sen tuloksena muodostui viisi hyvekasvatuksellista tulosluokkaa, joiden kautta henkilöstö kuvaa näkemyksiään hyvekasvatuksen merkityksestä lapsille, huoltajille ja henkilöstölle itselleen. Tuloksissa korostuu henkilöstön näkemys hyvekasvatuksen erittäin myönteisestä ja laaja-alaisesta merkityksestä. Hyvekasvatuksella nähdään olevan positiivinen merkitys lapsen kokonaisvaltaisen eettisen, sosiaalisen ja psyykkisen kehityksen tukijana ja sen katsotaan kuuluvan luontevaksi osaksi varhaiskasvatuksen arkea ja suunnitelmallista pedagogiikkaa. Tutkimuksessa nousevat esiin myös koronapandemiaan ja varhaiskasvatuksen resurssien riittämättömyyteen liittyvät haasteet hyvekasvatuksen toteuttamisessa. Tutkimustulokset nostavat esiin hyvekasvatuksen merkityksen kasvatuksen päämäärän pohtimisessa ja lapsen kasvattamisessa itsenäiseksi moraalisubjektiksi.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maiju Paananen, Vera G. Centeno, Salla Fjällström, Devi Prasad Bhattarai, Gordana Jovanović, Juliene Madureira Ferreira, Zsuzsa Millei, Camila Rosa Ribeiro, Antti Paakkari, None Narges Sadat Saijjadieh, Muchammad Tholchah, Jan Varpanen
Increasing access to ECEC has been on the agendas of international organizations and many countries in different parts of the world. Despite the clear global interconnectivity, this article shows that contextual factors are essential to understand educational policy developments. The study examines reforms related to policies of access to ECEC in seven countries. Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia. We show how access policies plug into the understanding of the role of ECEC as producing future citizens. Even though the main idea of ECEC’s role in developing future citizens is present in each national context, it takes different forms: the roles frame access policies as a way to strengthen either human capital via focusing on learning and skill formation, and/or the national identity of future citizens. They materialize in differing ways, for example, as coercive legislative requirements, fee policies, and knowledge production schemes. In addition, national access policies adopt different relations to the policies of international organizations, reflecting the socio-political context of the country. We argue that the concept of the imaginary is useful in allowing us to examine the interplay between the semiotic and non-semiotic aspects of policy. To further unravel the complexity inherent in such policies in terms of their local diversity, we suggest the usefulness of case studies and the examination of local-level policies in their full variety instead of only national ones, as these might be fruitful avenues for future research.
{"title":"Imaginaries of ECEC: A comparison of policies of access in early childhood education in Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia","authors":"Maiju Paananen, Vera G. Centeno, Salla Fjällström, Devi Prasad Bhattarai, Gordana Jovanović, Juliene Madureira Ferreira, Zsuzsa Millei, Camila Rosa Ribeiro, Antti Paakkari, None Narges Sadat Saijjadieh, Muchammad Tholchah, Jan Varpanen","doi":"10.58955/jecer.122962","DOIUrl":"https://doi.org/10.58955/jecer.122962","url":null,"abstract":"Increasing access to ECEC has been on the agendas of international organizations and many countries in different parts of the world. Despite the clear global interconnectivity, this article shows that contextual factors are essential to understand educational policy developments. The study examines reforms related to policies of access to ECEC in seven countries. Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia. We show how access policies plug into the understanding of the role of ECEC as producing future citizens. Even though the main idea of ECEC’s role in developing future citizens is present in each national context, it takes different forms: the roles frame access policies as a way to strengthen either human capital via focusing on learning and skill formation, and/or the national identity of future citizens. They materialize in differing ways, for example, as coercive legislative requirements, fee policies, and knowledge production schemes. In addition, national access policies adopt different relations to the policies of international organizations, reflecting the socio-political context of the country. We argue that the concept of the imaginary is useful in allowing us to examine the interplay between the semiotic and non-semiotic aspects of policy. To further unravel the complexity inherent in such policies in terms of their local diversity, we suggest the usefulness of case studies and the examination of local-level policies in their full variety instead of only national ones, as these might be fruitful avenues for future research.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, Nina Sajaniemi
This study examined the extent to which the impact of a universal professional development (PD) intervention program on children’s early social-emotional learning (SEL) is dependent on early childhood education (ECE) teachers’ stress levels. The program (POMPedaSens) aimed to promote children’s (5–6-year-olds’) SEL by supporting ECE teachers’ PD. Intervention effectiveness was monitored using an 8-month randomized controlled trial design with an intervention group (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided data before and after program implementation. ECE teachers in the IG were trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis revealed that when teachers showed a low level of stress, children’s prosocial behavior increased only in the IG. There were no significant results for the IG in terms of a change in antisocial behavior. The results suggest a promising application of the PD intervention for promoting prosocial behavior in ECE when teachers have low stress. A longer intervention period is likely needed to determine the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were found for children in the CG. This could result from demands for accountability and high expectations regarding early prosocial behavior without supporting teachers’ PD and well-being, which can diminish social-emotional functioning in the long run. Decreased antisocial behavior in the CG could stem from an acquired propensity towards compliant behavior driven by either a sense of obedience or fear. High stress in the CG indicates that teachers were trying to do their best at the risk of their own well-being.
{"title":"Teachers’ stress as a moderator of the impact of a professional development intervention on preschool children’s social-emotional learning","authors":"Maryam Zarra-Nezhad, Ali Moazami-Goodarzi, Joona Muotka, Nina Sajaniemi","doi":"10.58955/jecer.126751","DOIUrl":"https://doi.org/10.58955/jecer.126751","url":null,"abstract":"This study examined the extent to which the impact of a universal professional development (PD) intervention program on children’s early social-emotional learning (SEL) is dependent on early childhood education (ECE) teachers’ stress levels. The program (POMPedaSens) aimed to promote children’s (5–6-year-olds’) SEL by supporting ECE teachers’ PD. Intervention effectiveness was monitored using an 8-month randomized controlled trial design with an intervention group (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided data before and after program implementation. ECE teachers in the IG were trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis revealed that when teachers showed a low level of stress, children’s prosocial behavior increased only in the IG. There were no significant results for the IG in terms of a change in antisocial behavior. The results suggest a promising application of the PD intervention for promoting prosocial behavior in ECE when teachers have low stress. A longer intervention period is likely needed to determine the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. Unexpectedly, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were found for children in the CG. This could result from demands for accountability and high expectations regarding early prosocial behavior without supporting teachers’ PD and well-being, which can diminish social-emotional functioning in the long run. Decreased antisocial behavior in the CG could stem from an acquired propensity towards compliant behavior driven by either a sense of obedience or fear. High stress in the CG indicates that teachers were trying to do their best at the risk of their own well-being.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sanni Kahila, Tiina Kuutti, Juho Kahila, Nina Sajaniemi
At present, interprofessional collaboration is the agenda for progression in the Finnish ECEC field. Supporting students' professional development toward interprofessional collaboration during the pre-service time is regarded as important. This study examined interprofessional practicum in ECEC centres and explored both students’ and mentors’ perceptions on it. Focus group discussions were analysed through content analysis. The results revealed that students and mentors perceived interprofessional practicum as important in terms of professional development. The most rewarding experiences were related to the students' joint assignment, the Topaasia game, and the students' peer support. The negative experiences were related to organisational issues that complicated the preparation for the practicum period and limited collaboration between students. For appropriate implementation, the interprofessional practicum still requires long-term progression. Based on students’ and mentors’ perceptions, recommendations for organising interprofessional practicum in ECEC centres are presented.
{"title":"Interprofessional practicum in the context of Finnish early childhood education and care","authors":"Sanni Kahila, Tiina Kuutti, Juho Kahila, Nina Sajaniemi","doi":"10.58955/jecer.126208","DOIUrl":"https://doi.org/10.58955/jecer.126208","url":null,"abstract":"At present, interprofessional collaboration is the agenda for progression in the Finnish ECEC field. Supporting students' professional development toward interprofessional collaboration during the pre-service time is regarded as important. This study examined interprofessional practicum in ECEC centres and explored both students’ and mentors’ perceptions on it. Focus group discussions were analysed through content analysis. The results revealed that students and mentors perceived interprofessional practicum as important in terms of professional development. The most rewarding experiences were related to the students' joint assignment, the Topaasia game, and the students' peer support. The negative experiences were related to organisational issues that complicated the preparation for the practicum period and limited collaboration between students. For appropriate implementation, the interprofessional practicum still requires long-term progression. Based on students’ and mentors’ perceptions, recommendations for organising interprofessional practicum in ECEC centres are presented.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135150375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katri Luomaniemi, Sanni Kankaanpää, Minna Hannula-Sormunen
Tämän temaattisen synteesin tavoitteena on yhdistää ja analysoida aiemmassa tutkimuskirjallisuudessa esiteltyjä suosituksia monikielisten lasten varhaisten matemaattisten taitojen tukemiseen. Aineisto koostuu viidestä suosituksia sisältävästä artikkelista, jotka on julkaistu aikavälillä 2011–2020. Temaattisen synteesin analyysivaiheita noudattaen ensin artikkelien sisältämät suositukset koodattiin. Toisessa vaiheessa koodauksen perusteella suosituksista muodostettiin 12 deskriptiivistä teemaa, jotka ryhmiteltiin neljään kategoriaan: (1) Matemaattisen toimijuuden vahvistaminen kulttuurisesti vastuullisin menetelmin, (2) Matematiikkapuheen mahdollistaminen (3) Matemaattisen oppimisympäristön tekeminen arjessa näkyväksi sekä (4) Matemaattisen ja akateemisen kielitaidon vahvistaminen. Deskriptiivisten teemojen pohjalta luodun analyyttisen mallin mukaan varhaiskasvatuksen ammattilaiset voivat tukea monikielisten lasten matemaattisia taitoja tekemällä matemaattisesta toiminnasta kulttuurisesti merkityksellistä, tiedostamalla omat ennakkokäsityksensä matematiikan ja kielen oppimisesta ja siirtämällä näkökulman puutteista vahvuuksiin sekä mahdollistamalla monipuoliset tavat osallistua matematiikkapuheeseen säännöllisesti. Suositusten kokoaminen yhteen täydentää vielä vähäistä suomenkielistä tutkimuskirjallisuutta monikielisten lasten varhaisten matemaattisten taitojen tukemisesta. Tutkimuksessa suosituksia peilataan suomalaiseen varhaiskasvatukseen, joten sen tulokset voivat toimia myös pedagogisen toiminnan suunnittelun tukena varhaiskasvatuksen arjessa.
{"title":"Suosituksia monikielisten lasten varhaisten matemaattisten taitojen tukemiseen – Temaattinen synteesi","authors":"Katri Luomaniemi, Sanni Kankaanpää, Minna Hannula-Sormunen","doi":"10.58955/jecer.126173","DOIUrl":"https://doi.org/10.58955/jecer.126173","url":null,"abstract":"Tämän temaattisen synteesin tavoitteena on yhdistää ja analysoida aiemmassa tutkimuskirjallisuudessa esiteltyjä suosituksia monikielisten lasten varhaisten matemaattisten taitojen tukemiseen. Aineisto koostuu viidestä suosituksia sisältävästä artikkelista, jotka on julkaistu aikavälillä 2011–2020. Temaattisen synteesin analyysivaiheita noudattaen ensin artikkelien sisältämät suositukset koodattiin. Toisessa vaiheessa koodauksen perusteella suosituksista muodostettiin 12 deskriptiivistä teemaa, jotka ryhmiteltiin neljään kategoriaan: (1) Matemaattisen toimijuuden vahvistaminen kulttuurisesti vastuullisin menetelmin, (2) Matematiikkapuheen mahdollistaminen (3) Matemaattisen oppimisympäristön tekeminen arjessa näkyväksi sekä (4) Matemaattisen ja akateemisen kielitaidon vahvistaminen. Deskriptiivisten teemojen pohjalta luodun analyyttisen mallin mukaan varhaiskasvatuksen ammattilaiset voivat tukea monikielisten lasten matemaattisia taitoja tekemällä matemaattisesta toiminnasta kulttuurisesti merkityksellistä, tiedostamalla omat ennakkokäsityksensä matematiikan ja kielen oppimisesta ja siirtämällä näkökulman puutteista vahvuuksiin sekä mahdollistamalla monipuoliset tavat osallistua matematiikkapuheeseen säännöllisesti. Suositusten kokoaminen yhteen täydentää vielä vähäistä suomenkielistä tutkimuskirjallisuutta monikielisten lasten varhaisten matemaattisten taitojen tukemisesta. Tutkimuksessa suosituksia peilataan suomalaiseen varhaiskasvatukseen, joten sen tulokset voivat toimia myös pedagogisen toiminnan suunnittelun tukena varhaiskasvatuksen arjessa.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79830681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artikkelissa tarkastellaan varhaiskasvatuksen ohjausta päiväkodin johtajien arkipäivän työssä. Perinteisesti varhaiskasvatuksen ohjausta on lähestytty sektorikohtaisesti varhaiskasvatuslaista ja eri tasoisista varhaiskasvatussuunnitelmista käsin. Sektorikohtaisen ohjauksen tarkastelu ei kuitenkaan auta ymmärtämään arjen tilanteissa syntyvää ristivetoa sektorikohtaisen ohjauksen ja muun ohjauksen välillä. Tutkimuksessamme huomio kiinnitetään ohjausvälineisiin ja niiden välisiä suhteita järjestelevien päiväkodin johtajien työhön. Hyödynnämme tässä kehkeymän käsitettä. Keskitymme siihen, millaisia kehkeymiä institutionaaliset dokumentit ja niihin kytkeytyvät rationaliteetit muodostavat päiväkodin johtajien työssä. Analysoimme valtion ja kunnan ohjausasiakirjoissa, kuten talous-, suunnitelma- ja päätösasiakirjoissa sekä päiväkodin johtajien kalenterimerkintöihin tukeutuvassa haastattelupuheessa muodostuvia sosiomateriaalisia suhteita ja niiden seurauksia. Artikkelissa kehkeymän käsite tekee näkyväksi, kuinka varhaiskasvatussuunnitelma väistyy taloudellisen ohjauksen tieltä ja työhyvinvointi lokeroituu työolosuhteista irralliseksi asiaksi päiväkotiympäristön ulkopuolelle.
{"title":"”Siellä on ylimääräistä resurssia, jota mä voin tarvittaessa siirtää” - Talous ja päiväkodin johtajien työ","authors":"Hanna Toivonen, Maiju Paananen, Antti Paakkari","doi":"10.58955/jecer.127459","DOIUrl":"https://doi.org/10.58955/jecer.127459","url":null,"abstract":"Artikkelissa tarkastellaan varhaiskasvatuksen ohjausta päiväkodin johtajien arkipäivän työssä. Perinteisesti varhaiskasvatuksen ohjausta on lähestytty sektorikohtaisesti varhaiskasvatuslaista ja eri tasoisista varhaiskasvatussuunnitelmista käsin. Sektorikohtaisen ohjauksen tarkastelu ei kuitenkaan auta ymmärtämään arjen tilanteissa syntyvää ristivetoa sektorikohtaisen ohjauksen ja muun ohjauksen välillä. Tutkimuksessamme huomio kiinnitetään ohjausvälineisiin ja niiden välisiä suhteita järjestelevien päiväkodin johtajien työhön. Hyödynnämme tässä kehkeymän käsitettä. Keskitymme siihen, millaisia kehkeymiä institutionaaliset dokumentit ja niihin kytkeytyvät rationaliteetit muodostavat päiväkodin johtajien työssä. Analysoimme valtion ja kunnan ohjausasiakirjoissa, kuten talous-, suunnitelma- ja päätösasiakirjoissa sekä päiväkodin johtajien kalenterimerkintöihin tukeutuvassa haastattelupuheessa muodostuvia sosiomateriaalisia suhteita ja niiden seurauksia. Artikkelissa kehkeymän käsite tekee näkyväksi, kuinka varhaiskasvatussuunnitelma väistyy taloudellisen ohjauksen tieltä ja työhyvinvointi lokeroituu työolosuhteista irralliseksi asiaksi päiväkotiympäristön ulkopuolelle.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91009268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.30777/apjer.2023.6.2.03
Jooeun Kim
This study aims to enhance students’ inquiry in IB DP English B classes. Therefore, the aim is to investigate the instructional design based on narrative theory to facilitate students’ genuine explorations. With the increasing number of IB candidates and accredited schools, there is growing interest in IB education. This study examines the key characteristics and essence of the IB DP in high schools and explores a reorganization plan for the English B unit plan based on Narrative theory. The aim is to move away from traditional education focused on exam preparation and towards a more student-centered approach that fosters self-directed learning, creativity, and critical thinking skills. The introduction of the International Baccalaureate (IB) program in public education is seen as an alternative, which leads to a consideration of the required changes in the field of education. Therefore, the aim is to guide students who are pursuing the IB DP to develop their own meaningful interpretations of experiences through the narrative theory in the English B curriculum, enabling them to form and reframe genuine inquiry questions and ultimately progress as lifelong learners capable of crafting insightful inquiries.
{"title":"Exploring a Case for IB DP English B Class Based on Narrative Theory","authors":"Jooeun Kim","doi":"10.30777/apjer.2023.6.2.03","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.2.03","url":null,"abstract":"This study aims to enhance students’ inquiry in IB DP English B classes. Therefore, the aim is to investigate the instructional design based on narrative theory to facilitate students’ genuine explorations. With the increasing number of IB candidates and accredited schools, there is growing interest in IB education. This study examines the key characteristics and essence of the IB DP in high schools and explores a reorganization plan for the English B unit plan based on Narrative theory. The aim is to move away from traditional education focused on exam preparation and towards a more student-centered approach that fosters self-directed learning, creativity, and critical thinking skills. The introduction of the International Baccalaureate (IB) program in public education is seen as an alternative, which leads to a consideration of the required changes in the field of education. Therefore, the aim is to guide students who are pursuing the IB DP to develop their own meaningful interpretations of experiences through the narrative theory in the English B curriculum, enabling them to form and reframe genuine inquiry questions and ultimately progress as lifelong learners capable of crafting insightful inquiries.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.30777/apjer.2023.6.2.02
Heonsoo Ha
The goal of education can be said to be the cultivation of ‘competence’. This is because ‘competence’, the ability to solve problems by transferring the results of learning, is required to dynamically cope with the uncertain and variable future society. Setting the goal of education as the development of competence reflects the shift in perception that education should be able to contribute to the sustainable development of mankind in the future society. Cultivation of competence begins with transferring the results of learning to real life. Curriculum around the world places learning for transfer in the direction of instruction and assessment. Among them, the IB MYP provides an empirical learning framework to transfer learning to life. This learning framework includes learning contents such as knowledge, skills, valuesㆍattitudes, the context in which learning should be transferred, and a circular teachingㆍlearning model for developing competencies. The 2022 revised Korean national curriculum also aims to transfer learning and develop competency, the learning framework of the IB MYP can provide an example of developing a learning model for the settlement of the 2022 revised curriculum. In this paper, I draw implications for the settlement of the 2022 revised curriculum by examining the learning design process for transferring learning using the IB MYP framework.
{"title":"Designing Learning for Transfer of Learning: Focusing on the IB MYP","authors":"Heonsoo Ha","doi":"10.30777/apjer.2023.6.2.02","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.2.02","url":null,"abstract":"The goal of education can be said to be the cultivation of ‘competence’. This is because ‘competence’, the ability to solve problems by transferring the results of learning, is required to dynamically cope with the uncertain and variable future society. Setting the goal of education as the development of competence reflects the shift in perception that education should be able to contribute to the sustainable development of mankind in the future society. Cultivation of competence begins with transferring the results of learning to real life. Curriculum around the world places learning for transfer in the direction of instruction and assessment. Among them, the IB MYP provides an empirical learning framework to transfer learning to life. This learning framework includes learning contents such as knowledge, skills, valuesㆍattitudes, the context in which learning should be transferred, and a circular teachingㆍlearning model for developing competencies. The 2022 revised Korean national curriculum also aims to transfer learning and develop competency, the learning framework of the IB MYP can provide an example of developing a learning model for the settlement of the 2022 revised curriculum. In this paper, I draw implications for the settlement of the 2022 revised curriculum by examining the learning design process for transferring learning using the IB MYP framework.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.30777/apjer.2023.6.2.04
Hyeon-suk Kang
{"title":"Expanding the Cognitive Map of Education: Educational Application of Narratives and Metaphors","authors":"Hyeon-suk Kang","doi":"10.30777/apjer.2023.6.2.04","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.2.04","url":null,"abstract":"","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.30777/apjer.2023.6.2.01
Jingyi Ma
This study, grounded in narrative-based neuroscience, explores the pioneering unit design and pedagogical approaches to TCFL. Its primary objectives encompass facilitating cross-cultural identity, affective engagement, and enriching language acquisition for second language learners. Conventional instructional techniques often overlook the imperative cultivation of emotional resonance and the meticulous orchestration of linguistic and cognitive frameworks, engendering a dearth of profound cognitive processing and cultural assimilation. Within this study, we adopt a narrative-based neuroscience-informed backward design template, synergizing the tenets of Understanding by Design to seamlessly intertwine pedagogical objectives and evaluative measures through the lens of learners’ attainable capabilities. Neuroscientific inquiry into brain functioning during learning has divulged intricate processing mechanisms. The fusion of neuroscience and narrative science imbues Chinese language acquisition with an experiential facet, transcending the mere accrual of information, thus stimulating learners’ enthusiasm and ardor. In summation, this study pioneers innovative Chinese teaching design method that foster cross-cultural identity and emotional immersion. It propels the integration of narrative-based neuroscience into language education, augments language proficiency and cross-cultural cognizance, and furnishes invaluable insights for the enhancement and innovation of pedagogy.
{"title":"Exploration of a Backward Unit Design Program Through Narrative-Based Neuroscience for TCFL","authors":"Jingyi Ma","doi":"10.30777/apjer.2023.6.2.01","DOIUrl":"https://doi.org/10.30777/apjer.2023.6.2.01","url":null,"abstract":"This study, grounded in narrative-based neuroscience, explores the pioneering unit design and pedagogical approaches to TCFL. Its primary objectives encompass facilitating cross-cultural identity, affective engagement, and enriching language acquisition for second language learners. Conventional instructional techniques often overlook the imperative cultivation of emotional resonance and the meticulous orchestration of linguistic and cognitive frameworks, engendering a dearth of profound cognitive processing and cultural assimilation. Within this study, we adopt a narrative-based neuroscience-informed backward design template, synergizing the tenets of Understanding by Design to seamlessly intertwine pedagogical objectives and evaluative measures through the lens of learners’ attainable capabilities. Neuroscientific inquiry into brain functioning during learning has divulged intricate processing mechanisms. The fusion of neuroscience and narrative science imbues Chinese language acquisition with an experiential facet, transcending the mere accrual of information, thus stimulating learners’ enthusiasm and ardor. In summation, this study pioneers innovative Chinese teaching design method that foster cross-cultural identity and emotional immersion. It propels the integration of narrative-based neuroscience into language education, augments language proficiency and cross-cultural cognizance, and furnishes invaluable insights for the enhancement and innovation of pedagogy.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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