Pub Date : 2018-01-01DOI: 10.17206/APJRECE.2017.12.1.61
M. Sano
It is widely viewed that music induced body movement of early childhood children changes reflecting progress of development stage of recognition of musical elements. The author had devised four-phased Music Expression Bringing-up (MEB) program to enhance music recognition of children and devised associated Music Test to evaluate recognition achievements based on respective development phase. As such framework successfully showed development of recognition, the author tried to introduce additional quantitative measure which observes body movements on each development phase utilizing 3D motion capture. In motion capture study, 3-year-old (n=28), 4-year-old (n=25), and 5-year-old (n=31) children participated in the every phase’s activity of MEB program. Applying such movement results of 4 and 5-year-old children at multiple development phases with MEB program results of relevant phases, statistically significant relationship was attained in ANOVA and relationship was depicted in Circular Affect. Results indicated that usage of 3D motion capture has consistent outcome with MEB program and body parts movements had the characteristic change of element in musical expression, especially, in the right hand. Combining 3D motion capture can identify development signals in movement of body parts and support to understand development achievements of children.
{"title":"Development of a Quantitative Methodology to Analyze the Growth of Recognition of Musical Elements in Early Childhood from a Viewpoint of Change of Body Movement","authors":"M. Sano","doi":"10.17206/APJRECE.2017.12.1.61","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.12.1.61","url":null,"abstract":"It is widely viewed that music induced body movement of early childhood children changes reflecting progress of development stage of recognition of musical elements. The author had devised four-phased Music Expression Bringing-up (MEB) program to enhance music recognition of children and devised associated Music Test to evaluate recognition achievements based on respective development phase. As such framework successfully showed development of recognition, the author tried to introduce additional quantitative measure which observes body movements on each development phase utilizing 3D motion capture. In motion capture study, 3-year-old (n=28), 4-year-old (n=25), and 5-year-old (n=31) children participated in the every phase’s activity of MEB program. Applying such movement results of 4 and 5-year-old children at multiple development phases with MEB program results of relevant phases, statistically significant relationship was attained in ANOVA and relationship was depicted in Circular Affect. Results indicated that usage of 3D motion capture has consistent outcome with MEB program and body parts movements had the characteristic change of element in musical expression, especially, in the right hand. Combining 3D motion capture can identify development signals in movement of body parts and support to understand development achievements of children.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76899343","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 : 2017-09-01DOI: 10.17206/APJRECE.2017.11.3.81
Ching Ting Tan, N. Rao
This study explored the curriculum-related beliefs and practices reported by Singapore kindergarten teachers at a time when concerted efforts are being made to promote children’s holistic development through a child-centered curriculum that emphasizes active learning through play and interaction. A questionnaire was administered to a sample of 167 teachers of 4- to 5-year-olds. Factor analyses revealed three reliable factors for teachers’ beliefs and four factors for their classroom practices. Teachers endorsed philosophies in child-centeredness and teacher-centeredness but there was stronger endorsement of child-centered approach. Correlation and regression analyses conducted revealed some relationships between beliefs and reported practices as well as associations of beliefs and practices with certain personal and kindergarten factors. Overall, beliefs in child-centeredness and teacher-centeredness predicted interactive academic activities, and beliefs in teacher-centeredness influenced reports of engaging in structured academic and teacher-led activities after controlling for demographic and contextual variables.
{"title":"How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore","authors":"Ching Ting Tan, N. Rao","doi":"10.17206/APJRECE.2017.11.3.81","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.3.81","url":null,"abstract":"This study explored the curriculum-related beliefs and practices reported by Singapore kindergarten \u0000teachers at a time when concerted efforts are being made to promote children’s holistic development \u0000through a child-centered curriculum that emphasizes active learning through play and interaction. A \u0000questionnaire was administered to a sample of 167 teachers of 4- to 5-year-olds. Factor analyses \u0000revealed three reliable factors for teachers’ beliefs and four factors for their classroom practices. \u0000Teachers endorsed philosophies in child-centeredness and teacher-centeredness but there was stronger \u0000endorsement of child-centered approach. Correlation and regression analyses conducted revealed \u0000some relationships between beliefs and reported practices as well as associations of beliefs and \u0000practices with certain personal and kindergarten factors. Overall, beliefs in child-centeredness and \u0000teacher-centeredness predicted interactive academic activities, and beliefs in teacher-centeredness \u0000influenced reports of engaging in structured academic and teacher-led activities after controlling for \u0000demographic and contextual variables.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87936631","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 : 2017-09-01DOI: 10.17206/APJRECE.2017.11.3.1
A. Hui, W. L. Maria L, C. Y. Priscilla S, Y. C. Jannet H, Y. H. Adith K, Y. N. Carly K
The current study examined the reliability and applicability of the Chinese translated versions of the Early Childhood Environment Rating Scale –Revised (ECERS-R) and Early Childhood Environment Rating Scale –Extension (ECERS-E) as formative tools for use by local practitioners to perform selfevaluations on the various aspects of the educational environments being provided to pre-school children in their own settings with the goal of helping to facilitate changes that may help to enhance the quality of educational experiences for young children. Five registered kindergartens were recruited and received trainings in the administration of the said tools by the PECERA-HK (ECERS) professional team. Three assessment trials were administered in three different phases. For each trial, teacher representatives from each kindergarten completed the assessment using the said tools together with the trainers. Discussions were also held with the trainers on their observations. Internal reliability for the tools was found to be quite robust. Qualitative findings also suggested that the ECERS-R and ECERS-E can serve to assist practitioners in identifying the respective strengths and weaknesses in the educational environment they were providing to children and in setting clear directions for making corresponding improvements.
{"title":"Enhancement of Quality in Early Childhood Education : Using the Early Childhood Environment Rating Scale- Extension (ECERS-E) and Revised (ECRES-R) as Formative Assessment Tools for Professional Development - An Experience from Hong Kong","authors":"A. Hui, W. L. Maria L, C. Y. Priscilla S, Y. C. Jannet H, Y. H. Adith K, Y. N. Carly K","doi":"10.17206/APJRECE.2017.11.3.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.3.1","url":null,"abstract":"The current study examined the reliability and applicability of the Chinese translated versions of the \u0000Early Childhood Environment Rating Scale –Revised (ECERS-R) and Early Childhood Environment \u0000Rating Scale –Extension (ECERS-E) as formative tools for use by local practitioners to perform selfevaluations \u0000on the various aspects of the educational environments being provided to pre-school \u0000children in their own settings with the goal of helping to facilitate changes that may help to enhance \u0000the quality of educational experiences for young children. Five registered kindergartens were \u0000recruited and received trainings in the administration of the said tools by the PECERA-HK (ECERS) \u0000professional team. Three assessment trials were administered in three different phases. For each trial, \u0000teacher representatives from each kindergarten completed the assessment using the said tools together \u0000with the trainers. Discussions were also held with the trainers on their observations. Internal reliability \u0000for the tools was found to be quite robust. Qualitative findings also suggested that the ECERS-R and \u0000ECERS-E can serve to assist practitioners in identifying the respective strengths and weaknesses in \u0000the educational environment they were providing to children and in setting clear directions for making \u0000corresponding improvements.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82051368","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 : 2017-09-01DOI: 10.17206/APJRECE.2017.11.3.17
N. Goodman, Sue Cherrington
Narrative approaches to documentation and assessment in early childhood education (ECE) encourages children to be active contributors in their own learning journey. With the growing emphasis of technology in society it is natural that this shift has transformed assessment practices with the introduction of e-portfolios. E-portfolios are seen in tertiary, secondary and primary settings nationwide and most recently have been introduced into ECE as a way to extend traditional documentation methods. As a result, documentation and the role children have in their own learning has shifted. Despite their growing popularity in early childhood settings there is very little research into the effect that e-portfolios have on teachers, parents, and most importantly, children and their learning. Given this limited research this study sought to understand the ways in which children are engaging with their learning through e-portfolios. This mixed methodology study used a national online survey as well as case studies to develop an understanding of this topic. Participants included early childhood centre educators, parents and children from settings across New Zealand. Findings revealed a distinct variation in the ways that centres are using e-portfolios to engage children with their learning. A large number of centres are maintaining both hard-copy and online versions of a child's portfolio to ensure that children are not removed from contributing to and revisiting their learning. Whilst results showed examples of children's in-depth engagement with e-portfolios, they also highlighted that many centres are not yet harnessing their full potential. These findings suggest implications for teacher practice, including the need for greater support and training for teachers. As e-portfolios are still a new phenomenon in ECE this study suggests areas of future research to investigate this topic further to improve learning outcomes for children.
{"title":"Children’s Engagement with their Learning using E-portfolios","authors":"N. Goodman, Sue Cherrington","doi":"10.17206/APJRECE.2017.11.3.17","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.3.17","url":null,"abstract":"Narrative approaches to documentation and assessment in early childhood education (ECE) encourages children to be active contributors in their own learning journey. With the growing emphasis of technology in society it is natural that this shift has transformed assessment practices with the introduction of e-portfolios. E-portfolios are seen in tertiary, secondary and primary settings nationwide and most recently have been introduced into ECE as a way to extend traditional documentation methods. As a result, documentation and the role children have in their own learning has shifted. Despite their growing popularity in early childhood settings there is very little research into the effect that e-portfolios have on teachers, parents, and most importantly, children and their learning. Given this limited research this study sought to understand the ways in which children are engaging with their learning through e-portfolios. This mixed methodology study used a national online survey as well as case studies to develop an understanding of this topic. Participants included early childhood centre educators, parents and children from settings across New Zealand. Findings revealed a distinct variation in the ways that centres are using e-portfolios to engage children with their learning. A large number of centres are maintaining both hard-copy and online versions of a child's portfolio to ensure that children are not removed from contributing to and revisiting their learning. Whilst results showed examples of children's in-depth engagement with e-portfolios, they also highlighted that many centres are not yet harnessing their full potential. These findings suggest implications for teacher practice, including the need for greater support and training for teachers. As e-portfolios are still a new phenomenon in ECE this study suggests areas of future research to investigate this topic further to improve learning outcomes for children.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80815996","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 : 2017-09-01DOI: 10.17206/apjrece.2017.11.3.57
Y. Liu, Su-Hui Chou
This research aims to explore how international education can be better practiced in the Taiwanese preschool context where there appears a myth for the push of "being global." Collaborative action research was conducted and data was collected from one preschool in Taiwan, which included teaching observations and semi-structured interviews with teachers. Three findings are as follows. First, strategies in the implementation of international education were creating new and genuine foreign contact with flexible design. Second, with the foreign contact experience, children have newfound and brighter cultural vision which trigger children's cultural thinking. Third, children gradually change their cultural bias by simply labelling culture as either Taiwan or foreign without discrimina-
{"title":"Between Local and Global: The Implementation of International Education in a Taiwanese Preschool","authors":"Y. Liu, Su-Hui Chou","doi":"10.17206/apjrece.2017.11.3.57","DOIUrl":"https://doi.org/10.17206/apjrece.2017.11.3.57","url":null,"abstract":"This research aims to explore how international education can be better practiced in the Taiwanese preschool context where there appears a myth for the push of \"being global.\" Collaborative action research was conducted and data was collected from one preschool in Taiwan, which included teaching observations and semi-structured interviews with teachers. Three findings are as follows. First, strategies in the implementation of international education were creating new and genuine foreign contact with flexible design. Second, with the foreign contact experience, children have newfound and brighter cultural vision which trigger children's cultural thinking. Third, children gradually change their cultural bias by simply labelling culture as either Taiwan or foreign without discrimina-","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88099302","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 : 2017-09-01DOI: 10.17206/apjrece.2017.11.3.39
J. V. Alontaga, S. Gómez, Lara Patricia Mariano, Jeanne Paula Pajarillo
The main purpose of this action research was to investigate if using music and movement activities would lessen the problem behaviors displayed by eleven (11) preschool students ages 4-5 years old in a private preschool in the Philippines. Problem behaviors are behaviors that are considered as disruptive or can cause harm to other children or may be a hindrance to their learning. The students were exposed to researcher-adapted music and movement activities for five (5) weeks based on observed target problem behaviors. Quantitative data were collected through the use of a researchermade checklist and qualitative data through observations. Paired t-test results determined that there was a significant difference in the decrease of children’s problem behaviors during free play when music and movement activities were implemented. This also has been confirmed by the observations with the children which also showed the improvement in their behaviors during free play – specifically for destroying, grabbing and not knowing when to share toys and materials. The data also showed the effectiveness of the intervention in lessening the problem behaviors in other learning periods aside from free play, validating the role of using music and movement activities in lessening children’s problem behaviors.
{"title":"The Use of Music and Movement Activities in Lessening Children’s Problem Behaviors","authors":"J. V. Alontaga, S. Gómez, Lara Patricia Mariano, Jeanne Paula Pajarillo","doi":"10.17206/apjrece.2017.11.3.39","DOIUrl":"https://doi.org/10.17206/apjrece.2017.11.3.39","url":null,"abstract":"The main purpose of this action research was to investigate if using music and movement activities \u0000would lessen the problem behaviors displayed by eleven (11) preschool students ages 4-5 years old in \u0000a private preschool in the Philippines. Problem behaviors are behaviors that are considered as \u0000disruptive or can cause harm to other children or may be a hindrance to their learning. The students \u0000were exposed to researcher-adapted music and movement activities for five (5) weeks based on \u0000observed target problem behaviors. Quantitative data were collected through the use of a researchermade \u0000checklist and qualitative data through observations. Paired t-test results determined that there \u0000was a significant difference in the decrease of children’s problem behaviors during free play when \u0000music and movement activities were implemented. This also has been confirmed by the observations \u0000with the children which also showed the improvement in their behaviors during free play – \u0000specifically for destroying, grabbing and not knowing when to share toys and materials. The data also \u0000showed the effectiveness of the intervention in lessening the problem behaviors in other learning \u0000periods aside from free play, validating the role of using music and movement activities in lessening \u0000children’s problem behaviors.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81106858","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 : 2017-05-01DOI: 10.17206/apjrece.2017.11.2.85
Youngae Lee, Graham F. Welch
The allocation of free-play time in an early childhood curriculum provides opportunities for child-centred learning and gives children a chance to explore safely the world around them. However, previous literature suggests that the beneficial use background music during free-play time is contested and that further research would be useful. A specially designed survey was sent to teachers in Seoul, Kyoung-gi, and Choong-chung provinces in South Korea by e-mail and supplemented post-survey by n=12 in-depth interviews. Data from n=127 surveys were gathered for final analyses. The responses were divided into two main categories: the case for the use of background music during free-play time and the case against. The numbers of teachers in each category were similar. 54% of teachers reported using background music for children’s free-play time and transitions, both in accordance with children’s preferences and also to facilitate a musical sound environment for children’s play; however, 46% of teachers did not use background music because of a perception that it would create noise problems in the classroom. Selected background music tended to be of medium tempi, with or without lyrics, often calm and quiet, with medium or soft dynamics. Music choices related to the perceived mood of the music, children’s perceived preferences, and the music’s relationships to a chosen educational theme. The majority of teachers who used background music during free-play time reported that this was also helpful in the learning of songs or to support content-related curricular themes.
{"title":"Teachers’ Perceptions about the Use of Background Music in Preschool Free Play Time","authors":"Youngae Lee, Graham F. Welch","doi":"10.17206/apjrece.2017.11.2.85","DOIUrl":"https://doi.org/10.17206/apjrece.2017.11.2.85","url":null,"abstract":"The allocation of free-play time in an early childhood curriculum provides opportunities for child-centred learning and gives children a chance to explore safely the world around them. However, previous literature suggests that the beneficial use background music during free-play time is contested and that further research would be useful. A specially designed survey was sent to teachers in Seoul, Kyoung-gi, and Choong-chung provinces in South Korea by e-mail and supplemented post-survey by n=12 in-depth interviews. Data from n=127 surveys were gathered for final analyses. The responses were divided into two main categories: the case for the use of background music during free-play time and the case against. The numbers of teachers in each category were similar. 54% of teachers reported using background music for children’s free-play time and transitions, both in accordance with children’s preferences and also to facilitate a musical sound environment for children’s play; however, 46% of teachers did not use background music because of a perception that it would create noise problems in the classroom. Selected background music tended to be of medium tempi, with or without lyrics, often calm and quiet, with medium or soft dynamics. Music choices related to the perceived mood of the music, children’s perceived preferences, and the music’s relationships to a chosen educational theme. The majority of teachers who used background music during free-play time reported that this was also helpful in the learning of songs or to support content-related curricular themes.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81229619","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 : 2017-05-01DOI: 10.17206/APJRECE.2017.11.2.67
Winston Kwame Abroampa, Williams Okunloye Rotimi, Joyce Nsiah Asante
The thrust of the study was to determine the extent to which sources of efficacy predicted and explained early childhood preservice teachers’ self-efficacy in Ghana. The study employed a survey design that selected 164 regular final year student teachers pursuing a Bachelor of Education degree in Early Childhood Education in two public universities in Ghana. The teacher self-efficacy scale and the sources of efficacy scale consisting of 60 items were used to gather data. Data was analysed using means and standard multiple regression. The study revealed that student teachers have high self- efficacy. Their self-efficacy beliefs is significantly predicted by the overall sources of efficacy. Specifically, mastery experiences significantly predicted preservice teachers self efficacy. When the effect of the various sources of self efficacy of the preservice teachers’ self-efficacy was explored separately, it came to light that vicarious experiences predicted preservice early childhood educators’ self-efficacy in engaging learners and using instructional strategies while enactive mastery experiences predicted their self-efficacy in managing classrooms and involving parents in their children’s education. It was recommended among others that pre internship, internship and post internship seminars should be well structured for students to have enough practice sessions and observations; there should be regular supervision from lecturers and post teaching conferences to provide appropriate feedback to build student teachers’ confidence and self-efficacy.
{"title":"Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities","authors":"Winston Kwame Abroampa, Williams Okunloye Rotimi, Joyce Nsiah Asante","doi":"10.17206/APJRECE.2017.11.2.67","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.2.67","url":null,"abstract":"The thrust of the study was to determine the extent to which sources of efficacy predicted and explained early childhood preservice teachers’ self-efficacy in Ghana. The study employed a survey design that selected 164 regular final year student teachers pursuing a Bachelor of Education degree in Early Childhood Education in two public universities in Ghana. The teacher self-efficacy scale and the sources of efficacy scale consisting of 60 items were used to gather data. Data was analysed using means and standard multiple regression. The study revealed that student teachers have high self- efficacy. Their self-efficacy beliefs is significantly predicted by the overall sources of efficacy. Specifically, mastery experiences significantly predicted preservice teachers self efficacy. When the effect of the various sources of self efficacy of the preservice teachers’ self-efficacy was explored separately, it came to light that vicarious experiences predicted preservice early childhood educators’ self-efficacy in engaging learners and using instructional strategies while enactive mastery experiences predicted their self-efficacy in managing classrooms and involving parents in their children’s education. It was recommended among others that pre internship, internship and post internship seminars should be well structured for students to have enough practice sessions and observations; there should be regular supervision from lecturers and post teaching conferences to provide appropriate feedback to build student teachers’ confidence and self-efficacy.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88660342","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 : 2017-05-01DOI: 10.17206/APJRECE.2017.11.2.1
Yu-Ting Chen
Using collaborative action research, this study aimed to investigate the practice of implementing an aesthetic thematic curriculum in a preschool in Taiwan. The author served as a curriculum consultant and co-teacher with two early childhood teachers in a mixed-age preschool class. The participants were 22 young children aged 3 to 5. Data sources included classroom observations, interviews, teaching reflection notes, aesthetic ability assessment, and other documentation. The major findings are as follows. (1) Based on young children’s life experiences, the co-teachers applied a thematic approach to integrating the aesthetic domain and other learning domains in the aesthetic thematic curriculum, focusing on the topic of “Beautiful Restaurants.” (2) The young children’s aesthetic abilities were developed in terms of exploring and perceiving, performing and creating, and responding and appreciating. Moreover, there was a significant difference in the children’s aesthetic abilities. (3) The co-teachers promoted their professional development in aesthetic curriculum design and aesthetic teaching skills. Recommendations for early childhood aesthetic education and teacher education are discussed.
{"title":"Collaborative Action Research on the Implementation of a Preschool Aesthetic Thematic Curriculum","authors":"Yu-Ting Chen","doi":"10.17206/APJRECE.2017.11.2.1","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.2.1","url":null,"abstract":"Using collaborative action research, this study aimed to investigate the practice of implementing an aesthetic thematic curriculum in a preschool in Taiwan. The author served as a curriculum consultant and co-teacher with two early childhood teachers in a mixed-age preschool class. The participants were 22 young children aged 3 to 5. Data sources included classroom observations, interviews, teaching reflection notes, aesthetic ability assessment, and other documentation. The major findings are as follows. (1) Based on young children’s life experiences, the co-teachers applied a thematic approach to integrating the aesthetic domain and other learning domains in the aesthetic thematic curriculum, focusing on the topic of “Beautiful Restaurants.” (2) The young children’s aesthetic abilities were developed in terms of exploring and perceiving, performing and creating, and responding and appreciating. Moreover, there was a significant difference in the children’s aesthetic abilities. (3) The co-teachers promoted their professional development in aesthetic curriculum design and aesthetic teaching skills. Recommendations for early childhood aesthetic education and teacher education are discussed.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87482930","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 : 2017-05-01DOI: 10.17206/APJRECE.2017.11.2.25
Seonju Ko
This study aims to explore how the reading of picture books aids in young children’s understanding of social relationships. The interactions between children and teachers in eight kindergartens and six nurseries during and after the shared reading of a picture book were observed and qualitatively analyzed. A semi-structured interview with each participating teacher was conducted a week after the observed reading. In all but two cases, it was found that the teachers had chosen a picture book with a storyline (“story-type book”). Many books described the nature of friendship and ways to build and maintain those relationships. The children were engaged in guessing, remembering the story line, and empathizing with the protagonists in the books. However, verbal interactions between children and teachers were led mainly by the teachers. Post-reading activities that had been pre-planned by the teachers included art, drama, writing letters or poems, singing, games and campaigning for causes related to the books that had been read. This study discusses the role of the teacher in the context of reading picture books themed on social relationships and implications to children’s character education.
{"title":"The Impact on Social Relationships of Shared Picture Book Reading in Early Learning Classrooms in South Korea: An Exploratory Study","authors":"Seonju Ko","doi":"10.17206/APJRECE.2017.11.2.25","DOIUrl":"https://doi.org/10.17206/APJRECE.2017.11.2.25","url":null,"abstract":"This study aims to explore how the reading of picture books aids in young children’s understanding of social relationships. The interactions between children and teachers in eight kindergartens and six nurseries during and after the shared reading of a picture book were observed and qualitatively analyzed. A semi-structured interview with each participating teacher was conducted a week after the observed reading. In all but two cases, it was found that the teachers had chosen a picture book with a storyline (“story-type book”). Many books described the nature of friendship and ways to build and maintain those relationships. The children were engaged in guessing, remembering the story line, and empathizing with the protagonists in the books. However, verbal interactions between children and teachers were led mainly by the teachers. Post-reading activities that had been pre-planned by the teachers included art, drama, writing letters or poems, singing, games and campaigning for causes related to the books that had been read. This study discusses the role of the teacher in the context of reading picture books themed on social relationships and implications to children’s character education.","PeriodicalId":37367,"journal":{"name":"Asia-Pacific Journal of Research in Early Childhood Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75869786","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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