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Scribbling and Early Literacy Connections: How do Early Childhood Teachers Perceive Scribbles? 涂鸦与早期识字的联系:幼儿教师如何看待涂鸦?
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-04 DOI: 10.1007/s10643-024-01789-4
Sandy Dellalonga

The purpose of this qualitative, phenomenological study was to understand early childhood teachers’ perceptions surrounding the topic of childhood scribbles as they relate to emergent literacy. Sociocultural theory provided a foundation for this research because of its focus on relationships between children, other children, and teachers to foster learning experiences. Additionally, social semiotic theory also guided this research because childhood scribbles represent children’s “signs” which can also influence communication and literacy skills. The participants were nine preschool, transitional kindergarten, kindergarten, and first grade teachers (N = 9) who volunteered to complete an open-ended survey, follow-up interviews, and a short survey before and after participating in a “Scribbles Workshop”. This study was guided by a central research question: What are early childhood teachers’ perceptions of children’s scribbling in the classroom environment, with regard to emergent literacy? Findings highlight an overarching theme: Scribbling promotes student and teacher interaction, which is critical to increased emergent literacy. A “Scribbling Interaction Cycle” is interpreted from the data and instances where teachers mentioned the importance of the student and teacher interacting to obtain meaning. Fourteen additional themes are presented which correspond to each explored construct. Findings are discussed and implications are given which relate to improved teacher education at the university level, policy changes at the state and national level, and revising kindergarten and first grade English language arts standards to include developmentally appropriate guidelines.

这项现象学定性研究的目的是了解幼儿教师对童年涂鸦这一主题的看法,因为它们与萌芽读写能力有关。社会文化理论为本研究提供了基础,因为它关注儿童、其他儿童和教师之间的关系,以促进学习体验。此外,社会符号学理论也为本研究提供了指导,因为童年涂鸦代表了儿童的 "符号",也会影响交流和识字技能。本研究的参与者包括九名学前班、过渡幼儿园、幼儿园和一年级的教师(N = 9),他们自愿在参加 "涂鸦工作坊 "前后完成开放式调查、后续访谈和简短调查。本研究以一个核心研究问题为指导:幼儿教师如何看待儿童在课堂环境中的涂鸦行为,以及与萌芽识字有关的涂鸦行为?研究结果突出了一个重要主题:涂鸦促进了学生和教师之间的互动,这对提高萌芽读写能力至关重要。根据数据和教师提到的学生和教师互动以获得意义的重要性的事例,解释了 "涂鸦互动循环"。另外还提出了 14 个主题,这些主题与所探讨的每个建构相对应。对研究结果进行了讨论,并提出了相关的启示,这些启示涉及改进大学层面的教师教育、州和国家层面的政策变化,以及修订幼儿园和一年级英语语言艺术标准,以纳入适合学生发展的指导原则。
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引用次数: 0
Perceptions of Conditions that Characterize Projects as a Development Strategy: A Phenomenographical Study of Eleven Swedish Preschool Development Projects 对作为发展战略的项目特点的条件的看法:对 11 个瑞典学前教育发展项目的现象学研究
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-11-01 DOI: 10.1007/s10643-024-01776-9
Ulla Damber, Lena Randevåg

The present study focuses joint school and university development work in preschool-projects try to increase educational quality. The aim of this study was to explore perceived conditions and perceptions of projects among participants in development projects in eleven preschools. In addition, we were interested in the perceived outcomes of the projects. All projects were aimed at strengthening the preschool principal’s and staff’s competence regarding children’s language and emergent literacy development. The studied projects lasted up to three years. The results are based on phenomenographical analyses of thirteen focus group interviews with principals and staff, including eighty-eight participants, during the project period. Follow-up interviews were conducted with twenty-four representatives from the participating preschools one year after the closure of the projects. The interviews were transcribed and analyzed. Field notes from visits in the preschools contributed to the empirical material. Our findings indicate that the perceptions of a project, contributed to the understanding of a project as loaded with expectations that the development project is limited in time and that it will add extra-curricular work demanding extra resources, which led to the perception that when the project is over, development work is over. The word project, thus, per se functioned as a limiting factor, if on-going development work, was aimed for. Lack of anchoring the development work in the local context was perceived as problematic, with effects for the participants’ experience of agency. Furthermore, difficulties in managing large staff turnover during the project was perceived to cause the development work to come to a stand-still. Active leadership, and shared responsibility were perceived as favorable factors for the progress of the development work. Our conclusions encompass participants’ perceptions of adjustment to the local context, shared responsibility and seeing development work as exceeding time limits as vital components of successful development work.

本研究侧重于学前教育项目中的学校和大学联合发展工作,以努力提高教育质量。本研究旨在探讨 11 所幼儿园发展项目参与者对项目的感知条件和感知。此外,我们还对项目的预期成果感兴趣。所有项目都旨在加强幼儿园园长和员工在儿童语言和启蒙识字发展方面的能力。所研究的项目持续时间长达三年。研究结果基于对项目期间校长和教职员工(包括 88 名参与者)进行的 13 次焦点小组访谈的现象学分析。在项目结束一年后,对参与项目的 24 所幼儿园的代表进行了后续访谈。对访谈内容进行了记录和分析。对学前教育机构的实地考察记录也是经验材料的一部分。我们的研究结果表明,对项目的认识使人们认为,发展项目的时间是有限的,而且会 增加需要额外资源的课外工作,这导致人们认为项目结束后,发展工作也就结束了。因此,如果要持续开展发展工作,项目一词本身就是一个限制因素。没有将发展工作融入当地环境被认为是一个问题,影响了参与者的代理体验。此外,在项目期间管理大量人员更替方面的困难被认为会导致发展工作停滞不前。积极的领导和责任分担被认为是发展工作取得进展的有利因素。我们的结论是,参与者认为适应当地环境、分担责任以及将发展工作视为超越时间限制是成功发展工作的重要组成部分。
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引用次数: 0
The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools 熟人聚会对学前儿童的学校适应和教师职业倦怠的影响
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-24 DOI: 10.1007/s10643-024-01781-y
Hüseyin Kotaman, Seval Ördek İnceoğlu, Aslı Balcı, Zeynep Nur Aydın Kılıç

The purpose of this study is to examine the effects of introductory meetings conducted in preschools on children’s school adjustment and teacher burnout. The study included 110 children in the treatment group and 109 children in the control group. A total of 24 participating teachers, with thirteen in the treatment group and eleven in the control group, were involved in the research. Teachers in the treatment group planned and implemented a one-on-one meeting day with children and parents, lasting approximately half an hour. Six weeks after the schools opened, teachers evaluated the children’s school adjustment levels using the School Adjustment Teacher Rating Scale and assessed teacher burnout using the Teacher Burnout Scale. Additionally, they responded to open-ended survey questions probing the impact of the school adjustment process on children, parents, and teachers. The results indicated that teachers conducting introductory meetings received significantly higher scores in all sub-dimensions of the School Adjustment Scale, including school avoidance, school liking, cooperative participation, and self-directiveness, compared to teachers who did not conduct introductory meetings. There was no significant difference in teacher burnout data between the groups. Open-ended responses data further emphasized that teachers who implemented the practice perceived it as effective in facilitating the school adjustment process.

本研究的目的是探讨在学前班开展的入门会议对儿童的学校适应性和教师职业倦怠的影响。研究包括治疗组和对照组,治疗组有 110 名儿童,对照组有 109 名儿童。共有 24 名教师参与研究,其中治疗组 13 名,对照组 11 名。治疗组教师计划并实施了与儿童和家长的一对一见面日,时间约为半小时。学校开学六周后,教师们使用 "学校适应性教师评分量表 "评估了儿童的学校适应性水平,并使用 "教师职业倦怠量表 "评估了教师的职业倦怠。此外,他们还回答了开放式调查问题,探究学校适应过程对儿童、家长和教师的影响。结果表明,与不举行介绍会的教师相比,举行介绍会的教师在学校适应量表的所有子维度(包括学校回避、学校喜欢、合作参与和自我导向)上的得分都明显较高。两组教师的职业倦怠数据没有明显差异。开放式回答数据进一步强调,实施该做法的教师认为它能有效促进学校适应过程。
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引用次数: 0
Math Talk in Play Contexts: Relations Between Parent and Child Math Language and Early Math Skills 游戏情境中的数学对话:亲子数学语言与早期数学技能之间的关系
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-19 DOI: 10.1007/s10643-024-01783-w
Hsin-Hui Huang

Math language plays a crucial role in early math skill development. However, previous studies have measured math language using children’s knowledge or the environmental input of mathematical language, often limiting the scope to specific types of mathematical language. This study examined both numerical (e.g., number-related) and non-numerical (e.g., geometry, measurement, and spatial relations) mathematical expressions used by parents and young children during play and explored how combinations of these math language types related to early math skills. Fifty-eight children aged four to six years and their parents participated in laboratory-based tasks, including a 15-minute play session and a standardized math assessment. The results showed that numerical and non-numerical expressions were used at similar frequencies, and there were strong correlations between parents’ and children’s math language across various types. Mediation analyses revealed that children’s use of math language mediated the relation between the mathematical input they received and their early math skills, but this effect emerged only when advanced numerical and geometry language was considered. These findings emphasize the significance of children’s active use of math language and highlight the need to integrate numerical and non-numerical content in research on early mathematical development.

数学语言在早期数学技能发展中起着至关重要的作用。然而,以往的研究都是通过儿童的数学知识或数学语言的环境输入来测量数学语言的,而且往往局限于特定类型的数学语言。本研究考察了父母和幼儿在游戏中使用的数字(如与数字有关的)和非数字(如几何、测量和空间关系)数学表达,并探讨了这些数学语言类型的组合与早期数学技能的关系。58 名四至六岁的儿童及其父母参加了实验室任务,包括 15 分钟的游戏环节和标准化数学评估。结果表明,数字和非数字表达的使用频率相似,而且家长和儿童的数学语言在不同类型之间存在很强的相关性。中介分析显示,儿童对数学语言的使用在他们所接受的数学输入与其早期数学技能之间起到了中介作用,但这种作用只有在考虑到高级数字和几何语言时才会出现。这些发现强调了儿童积极使用数学语言的重要性,并突出了在早期数学发展研究中整合数字和非数字内容的必要性。
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引用次数: 0
Translating Ideas into Language: High-Impact Strategies to Nurture Children′s Creative Composing in Early Childhood Classrooms 将想法转化为语言:在幼儿课堂上培养儿童创造性作文的高效策略
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-18 DOI: 10.1007/s10643-024-01779-6
JeanMarie Farrow, Barbara A. Wasik, Annemarie H. Hindman, Michael J. Farrow

This study investigates translation strategies that enhance idea generation and linguistic construction in early childhood composing, focusing on high language-growth prekindergarten to first-grade classrooms. Our sample included 28 teachers from two under-resourced districts in the Northeastern United States, serving 324 children. Using an exploratory sequential mixed-method approach, we analyzed 28 video recordings of small group composing sessions to identify specific strategies employed by teachers. We found teachers’ use of strategies for idea generation and language construction were positively associated with children's receptive vocabulary growth. Teachers in high language-growth classrooms were approximately three and half times more likely to use translation strategies than teachers in low language-growth classrooms. Five strategies emerged that facilitate memory retrieval, comparative thinking, and idea synthesis related to idea generation. Additionally, five strategies related to language construction emerged for transitioning children’s language from contextualized to decontextualized forms, enhancing vocabulary, and constructing more complex sentences. These insights provide a framework for teachers to support early writing development through targeted and intentional instructional strategies to facilitate the idea-language translation process, thereby promoting significant gains in children's language skills.

本研究以语言高度发展的学前班至一年级课堂为研究对象,调查了在幼儿作文中促进构思生成和语言建构的翻译策略。我们的样本包括来自美国东北部两个资源匮乏地区的 28 名教师,他们为 324 名儿童提供服务。我们采用探索性顺序混合方法,分析了 28 个小组作文课的录像,以确定教师采用的具体策略。我们发现,教师使用的构思和语言构建策略与儿童接受词汇量的增长呈正相关。高语言增长班级的教师使用翻译策略的几率大约是低语言增长班级教师的三倍半。有五种策略有助于记忆检索、比较思维和与想法生成有关的想法综合。此外,还有五种与语言建构有关的策略,可将儿童的语言从语境形式过渡到非语境形式,增强词汇量,并建构更复杂的句子。这些见解为教师提供了一个框架,使他们能够通过有针对性的、有意识的教学策略支持早期写作的发展,促进想法-语言的转换过程,从而促进儿童语言技能的显著提高。
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引用次数: 0
A Systematic Review of Parents’ Experiences during their Child’s Transition to School 系统回顾父母在子女升学过程中的经历
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-17 DOI: 10.1007/s10643-024-01780-z
Alina Morawska, Amy E. Mitchell, Evren Etel, Rebecca Armstrong, Tomomi McAuliffe, Tianyi Ma, Cathy McBryde, Leanne M. Johnston

The transition to school is an important developmental milestone for children and their families and sets the foundation for further educational experiences. There is a paucity of evidence-based interventions to support families during their child’s transition to school. To meet the needs of families during their child’s transition to school, better understanding of parents’ experiences is necessary. This systematic review identified 61 studies which reported on parent experiences of their child’s transition to school, although only a minority of studies explicitly focused on this outcome. Most studies were cross sectional, qualitative and focused on typically developing children. Six themes were identified in a narrative synthesis of the included studies: (1) Parent emotions about the transition to school; (2) Child’s school readiness and adjustment; (3) Parent factors; (4) Positive aspects of transition to school; (5) Practical transition issues; and (6) School partnership and communication. Overarching parent experiences focused on the ecological system within which the transition to school takes place, and we consider the implications for practice based on this framework.

对儿童及其家庭而言,入学过渡是一个重要的发展里程碑,为今后的教育经历奠定了基础。在孩子的入学过渡期间,为家庭提供支持的循证干预措施很少。为了满足孩子升学期间家庭的需求,有必要更好地了解家长的经历。本系统性综述确定了 61 项研究,这些研究报告了家长在孩子升学过程中的经历,尽管只有少数研究明确关注这一结果。大多数研究都是横断面的、定性的,并以发育正常的儿童为研究对象。在对所纳入的研究进行叙述性综合时,确定了六个主题:(1)家长对入学过渡的情绪;(2)孩子的入学准备和适应;(3)家长因素;(4)入学过渡的积极方面;(5)实际过渡问题;以及(6)学校伙伴关系和沟通。家长的主要经验集中在过渡到学校的生态系统上,我们在此框架的基础上考虑了对实践的影响。
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引用次数: 0
Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms 每个孩子都可能采取基于需要的行动吗?学前班教师在多元文化课堂中的差异化教学
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-16 DOI: 10.1007/s10643-024-01753-2
Zeliha Demirci-Ünal, Gökhan Öztürk

Differentiated instruction (DI) is a teaching philosophy which addresses the learning needs of individual children. This multiple case study aimed to investigate the extent preschool teachers differentiated content, process, assessment, and learning environment within multicultural classrooms. Four early childhood teachers’ experiences were examined through observations, interviews, photographs, and field notes. It was found teachers used multiple strategies to differentiate their instructional process and content. Strategies of demonstration, providing physical support, peer observation, or repeating directions were prominent for concrete learning. Also, it was determined that teachers implemented several strategies such as using visual materials and activities, and/or diversifying the types of activities for similar topics to differentiate educational content in multicultural classrooms. Moreover, teachers used a limited number of strategies including managing time and resources flexibly as a means of differentiating the learning environment. Similarly, they rarely reported, nor were observed to differentiate assessment. Thus, teachers’ differentiated practices, especially those based on learning environment and assessment, should be developed with effective educational policies. Overall, the value of this study is undeniable in terms of providing a perspective to be able to handle these challenges of educators in implementing culturally responsive education in different countries.

差异化教学(DI)是一种针对儿童个体学习需求的教学理念。这项多案例研究旨在调查学前教师在多元文化课堂中对教学内容、教学过程、教学评价和学习环境的差异化程度。通过观察、访谈、照片和实地记录,研究了四位幼儿教师的经验。研究发现,教师在教学过程和内容上采用了多种差异化策略。在具体的学习中,示范、提供身体支持、同伴观察或重复指导等策略尤为突出。此外,研究还发现,在多元文化课堂上,教师实施了多种策略,如使用视觉材料和活动,和/或将类似主题的活动类型多样化,以实现教学内容的差异化。此外,教师使用的策略数量有限,包括灵活管理时间和资源,以此作为区分学习环境 的一种手段。同样,他们也很少报告或被观察到进行差异化评估。因此,教师的差异化实践,尤其是基于学习环境和评价的差异化实践,应与有效的教育政策相结合。总之,这项研究的价值是毋庸置疑的,它提供了一个视角,使教育工作者能够应对在不同国家实施促进文化发展的教育所面临的这些挑战。
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引用次数: 0
Effects of Trauma-Informed Training on Teacher Perceptions of Child Outcomes: Student-Teacher Relationships, Behavior, and Expulsion Risk 创伤知情培训对教师感知儿童成果的影响:师生关系、行为和开除风险
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-14 DOI: 10.1007/s10643-024-01769-8
Alysse M. Loomis, Finau Rabuka-Conklin, Camille DeSilva

A growing number of early childhood education (ECE) programs are using trauma-informed trainings to support teachers in better managing children’s trauma-related challenging behaviors. However, there is not a great deal of research on how effective these programs are for improving children’s school-related outcomes. This study examines whether a 6-hour trauma-informed training provided to preschool teachers was related to children’s child expulsion risk, teacher perception of child behavior, and student-teacher relationships. Seventy-four teachers from 7 elementary schools in the Mountain West region received a six-hour trauma-informed training over three months. Children’s school-related outcomes were collected through teacher report in pre- and post-training surveys. Linear growth modeling was used to estimate change in children’s outcomes over time, adjusting for child gender and student-teacher racial/ethnic match. There were significant decreases in child disruption, a subscale of expulsion risk, and improvements in student-teacher closeness following training; no other child outcomes changed significantly. More evidence-based research is needed to support or refute whether trauma-informed training is effective and promotes positive child outcomes.

越来越多的幼儿教育(ECE)项目正在使用创伤知情培训来支持教师更好地管理儿童与创伤相关的挑战性行为。然而,关于这些项目在改善儿童学校相关成果方面有多大成效的研究并不多。本研究探讨了为学前教师提供的 6 小时创伤知情培训是否与儿童被开除的风险、教师对儿童行为的看法以及师生关系有关。来自美国西部山区 7 所小学的 74 名教师在三个月内接受了 6 小时的创伤知情培训。通过教师在培训前和培训后的调查报告,收集了儿童在学校的相关表现。采用线性增长模型来估算儿童的学习成绩随时间推移而发生的变化,并根据儿童的性别和学生与教师的种族/民族匹配情况进行调整。结果表明,培训后,儿童的干扰程度、被开除风险的分量表明显降低,师生亲密程度也有所改善;其他儿童结果没有明显变化。需要更多的循证研究来支持或反驳创伤知情培训是否有效,是否能促进积极的儿童成果。
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引用次数: 0
Beyond Open-Ended: Tools to Explore Questions and Power during Decision-Making with Families 超越开放式:在与家庭共同决策过程中探索问题和权力的工具
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-10 DOI: 10.1007/s10643-024-01768-9
Christine L. Hancock

Questions are an essential aspect of decision-making by families and early educators in a range of contexts, and are particularly important during the informal assessment and collaborative planning that characterize home visits. Yet recommendations for questions tend to focus on form alone, such as encouragement to ask open- rather than closed-ended questions. These recommendations have limited practical application because they frame language as decontextualized and power-free, which can contribute to marginalizing families. Instead, when early educators conceptualize questions as part of discourse—rooted in context and imbued with power—they can better understand nuances of questions and ultimately enact shared decision-making with families. This conceptual paper illustrates the potential of discourse theory as a framework to explore questions and their consequences for decision-making power. Linguistic features of questions are presented along with discursive tools adapted from Gee (2014) that researchers and early educators can use to examine how questions contribute to sharing power or maintaining professional control of decisions. Transcripts from previously conducted, ethically approved investigations using discourse analysis exemplify how the tools can be used to examine how questions function in real conversations between families of infants and toddlers and home visitors. The selected transcripts represent four different home visiting programs in the United States and depict how questions played in role in decision-making about how to support children’s development.

提问是家庭和早期教育工作者在各种情况下做出决策的一个重要方面,在作为家访特点的非正式评估和合作计划中尤为重要。然而,有关提问的建议往往只注重形式,如鼓励提出开放式而非封闭式的问题。这些建议的实际应用有限,因为它们将语言定格为非语境化和无权力的,这可能会导致家庭边缘化。相反,当早期教育工作者将问题概念化为话语的一部分--植根于语境并充满力量--他们就能更好地理解问题的细微差别,并最终与家庭共同做出决策。这篇概念性论文说明了话语理论作为一种框架,在探索问题及其对决策权的影响方面所具有的潜力。本文介绍了问题的语言特点以及改编自 Gee(2014 年)的话语工具,研究人员和早期教育工作者可以利用这些工具来研究问题如何有助于分享权力或保持对决策的专业控制。这些记录来自之前进行的、经伦理批准的使用话语分析进行的调查,以实例说明如何使用这些工具来研究问题如何在婴幼儿家庭与家庭访视者之间的真实对话中发挥作用。所选记录代表了美国四个不同的家庭访视项目,描述了问题如何在有关如何支持儿童发展的决策中发挥作用。
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引用次数: 0
Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching 学前教师在尝试游戏反应式科学教学中使用投影图像和视频的经验
IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-10-10 DOI: 10.1007/s10643-024-01777-8
Kristina Lund, Andreas Redfors, Agneta Jonsson

When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they can contribute to. Eleven preschool teachers participated in a Continuous Professional Development project about play-responsive teaching and science. Participating preschool teachers’ discussions about using projected images or videos in attempted play-responsive science teaching was thematically analysed. Three main themes have been developed: content of the projected image or video, different ways of using projected images or videos, and reasons for using a projected image or video in attempted play-responsive science teaching. Results show that projections could be used as support in play, e.g., when imagining being in another place, like under the surface of the ocean or as a way of introducing science concepts in play. Play-responsive science teaching with support of projected images and videos is found to be a threefold challenge for the preschool teachers, encompassing knowledge about play, science, and digital tools. The important role of preschool teachers in making the projections become a part of play-responsive science teaching is discussed.

当学前教师尝试启动游戏反应式科学教学时,就会出现进一步发展或挑战游戏的机 会,例如,引入或关注科学内容。本文的目的是就如何在尝试游戏反应式科学教学中使用投影图像和视频以及它们能做出什么贡献产生知识。11 名学前教师参加了关于游戏反应式教学和科学的持续专业发展项目。我们对参与的学前教师在尝试游戏反应式科学教学中使用投影图像或视频的讨论进行了专题分析。形成了三大主题:投影图像或视频的内容、使用投影图像或视频的不同方式以及在尝试游戏反应式科学教学中使用投影图像或视频的原因。结果表明,投影可作为游戏的辅助工具,例如,当想象自己在另一个地方,如在海面下,或作为在游戏中引入科学概念的一种方式。在投影图像和视频的支持下进行游戏反应式科学教学,对学前教师来说是一个三重挑 战,包括游戏知识、科学知识和数字工具。讨论了学前教师在使投影成为游戏反应式科学教学的一部分方面所起的重要作用。
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引用次数: 0
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