Journal for the Study of Education and Development最新文献

英文中文

NOCIONES LÓGICO-MATEMÁTICAS EN ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES: 有特殊教育需要的学生的逻辑数学概念:

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-05-24 DOI: 10.22370/ieya.2022.8.1.2435

A. Romero Hernández, Mónica Arnal-Palacián

En este trabajo se realiza una revisión de la evolución de las Necesidades Educativas Especiales y su adaptación en la enseñanza-aprendizaje de las nociones lógico-matemáticas en la etapa de Educación Infantil. Además, se han considerado la manipulación de diferentes materiales y el desarrollo de distintas metodologías para conseguir la inclusión de este alumnado, para llegar a desarrollar una propuesta que aúne a todas estas características. Para ello, se han realizado entrevistas a profesorado.

在这一背景下，我们提出了一种新的方法，在这种方法中，特殊教育需求的演变及其在幼儿教育阶段逻辑数学概念的教学和学习中的适应。此外，我们还考虑了不同材料的处理和不同方法的发展，以实现对这些学生的包容，以开发一个结合所有这些特点的建议。为此，对教师进行了访谈。

引用次数: 0

MÚSICA VS BULLYING MÚsica vs欺凌

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-05-24 DOI: 10.22370/ieya.2022.8.1.2409

Maria Fusté Forné

El acoso escolar requiere el desarrollo y conocimiento de los recursos para su prevención desde edades muy tempranas. Con este objetivo, el presente estudio pretende poner de relieve el poder de la música para reducir la agresividad, mejorar las interacciones y convivencia, para así prevenir el futuro bullying. Desde una perspectiva teórica, el artículo plantea las implicaciones de la música como estrategia y herramienta de cohesión de grupo, y realiza una propuesta de implementación práctica a partir del final del primer ciclo de la educación infantil.

欺凌需要从很小的时候就开发和了解预防欺凌的资源。基于这一目标，本研究旨在强调音乐在减少攻击性、改善互动和共存方面的力量，从而防止未来的欺凌。本文从理论的角度探讨了音乐作为群体凝聚力策略和工具的含义，并提出了从幼儿教育第一个周期结束开始实施的实际建议。

引用次数: 0

Latin American early childhood education and social vulnerability links to toddlers’ executive function and early communication (La educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infancia) 拉丁美洲早期儿童教育和社会脆弱性与幼儿执行功能和早期沟通的联系(拉丁美洲早期教育和社会脆弱性与幼儿早期执行功能和早期沟通的关系)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-03-09 DOI: 10.1080/02103702.2021.2009293

Lucas G. Gago-Galvagno, S. E. Miller, M. C. De Grandis, Angel M. Elgier

ABSTRACT Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.

一些研究分析了参加幼儿教育中心对沟通、调节技能和社会情感发展的影响。这些教育机构每年都在增加，部分原因是妇女有机会进入劳动力市场。已经发现，婴儿教育可能会调节脆弱环境下的发展(通常与负面认知结果相关)，尽管结果是矛盾的。我们提出了一项研究，评估了拉丁美洲18至24个月的母亲-婴儿对婴儿教育和社会脆弱性对执行功能(EF)和沟通技巧(CS)的影响。为了实现这些目标，幼儿完成了几个EF任务和早期社会沟通量表。家长完成了来自INDEC的社会经济水平量表。结果表明，社会脆弱性与儿童的学习行为和社会行为都有相关性，日托出勤率与儿童的学习行为呈正相关，日托对儿童的学习行为的贡献随社会地位的不同而不同。这些发现强调了考虑婴儿教育和社会经济地位的重要性，以便从生命的最初几个月开始创造平等的机会。

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引用次数: 3

Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine (Ambientes de lenguaje y alfabetización inicial en el hogar a los cuatro años: determinantes y relación con comprensión lectora hasta los nueve años) 四岁时的家庭语言和识字环境:决定因素及其与九岁以下阅读理解的关系(四岁时的家庭语言和识字环境:决定因素及其与九岁以下阅读理解的关系)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-03-01 DOI: 10.1080/02103702.2021.2015226

Susana Mendive, Daniela Aldoney, Mayra Mascareño, José Pezoa, Erika Hoff

ABSTRACT

This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s task orientation and prosocial behaviour are related to the type of home literacy environment. Likewise, it found that the type of literacy environment predicts reading comprehension at age seven, with a major difference of one standard deviation between the two types of literacy environments. A similar distribution was found at age nine. This article discusses the implications of these results in informing early interventions in disadvantaged socioeconomic levels.

摘要本研究以智利53月龄低社会经济地位儿童为研究对象，探讨家庭读写环境差异与父母背景、儿童及其母亲的哪些因素相关，以及读写环境中的社会化是否能预测二、四年级儿童的阅读理解。首先，研究发现母亲的教育水平和认知、儿童的任务取向和亲社会行为等因素与家庭文化环境类型有关。同样，研究发现，读写环境的类型预测了七岁儿童的阅读理解能力，两种读写环境之间的主要差异是一个标准差。在9岁时也发现了类似的分布。本文讨论了这些结果对弱势社会经济阶层早期干预的影响。

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引用次数: 0

Children’s symbolic understanding of a digital, three-dimensional, interactive image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva) 儿童对数字、三维、互动图像的象征性理解(La comprensión simbólica infantil de una imagen digital，三维互动)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-02-21 DOI: 10.1080/02103702.2021.1989648

M. Sartori, Olga Peralta

ABSTRACT Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed.

幼儿越来越多地与科技设备互动，无论是作为一种娱乐形式还是为了教育目的。本研究旨在探讨早期对平板电脑上呈现的交互式三维数字图像的象征性理解。在两项研究中，孩子们必须使用图像作为信息来源来解决搜索任务。第一项研究调查了30个月和36个月大的儿童的表现。我们发现孩子们在36个月时能象征性地理解图像，但在30个月时却不能。第二项研究调查了操作和指导对36个月大的儿童表现的影响。结果表明，无论收到的指令如何，对图像的操作都会对其作为符号的理解产生负面影响。结果是根据操纵、指示和物体的三维性对将其理解为符号的影响来解释的。对教育可能产生的影响也进行了讨论。

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引用次数: 1

Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado) 小学教育中的教师翻译:教师的看法是否与实际实践相匹配?(小学教育中的跨语言、内容与外语综合学习:教师的认知与实际实践)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-02-09 DOI: 10.1080/02103702.2021.2009294

J. Serra, Sara Feijóo

ABSTRACT The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.

在外语教学中，学生的母语使用是一个普遍而有争议的问题，但很少受到重视。这可能与内容和语言综合学习(CLIL)的情况更为相关，因为在CLIL方法下，学生需要通过外语学习他们尚未掌握的内容。本文旨在通过一个案例研究，分析小学CLIL课堂中教师对译语的使用和认知。五名来自加泰罗尼亚的CLIL小学教师参与了研究。他们在同一班级的CLIL课程中教授同一学科的几堂课的录音，并完成了一份调查问卷。分析表明，所有的参与者都出于多种目的使用他们的母语。尽管个人看法不同，但总体而言，教师对使用翻译语言持积极态度。CLIL教师将受益于反思他们自己在翻译语言使用方面的实践，并从正式的指导中获益。

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引用次数: 2

Relations between complexity and difficulty on repeating-pattern tasks in early childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia) 儿童早期重复模式任务的复杂性和难度之间的关系(儿童早期重复模式任务的复杂性和难度之间的关系)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-01-17 DOI: 10.1080/02103702.2021.2000127

P. D. Diago, D. F. Yáñez, David Arnau

ABSTRACT Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade (N = 33) children when solving 14 repeating-pattern tasks, which varied in complexity, was analysed. The results revealed no significant differences between core-2 and core-4 length patterns, and greater success with patterns involving size. The study also introduces distractors, as a novel factor, in the patterning activities related to the presence of contradictory or surplus data. The impact of each factor and the relations between complexity and difficulty on the patterning tasks are discussed in order to contribute to the design of teaching itineraries.

模式，作为早期数学知识的一个组成部分，是在小学阶段进行的一项常见活动，孩子们并不同样成功。本研究旨在测量影响幼儿模式任务表现的不同变量。为此，我们分析了学龄前儿童(N = 33)、学龄前儿童(N = 31)和一年级儿童(N = 33)在解决14项复杂程度不同的重复模式任务时的成功情况。结果显示，core-2和core-4长度模式之间没有显著差异，而涉及大小的模式更成功。本研究还引入了干扰因素，作为一个新的因素，在与存在矛盾或过剩数据相关的模式活动中。探讨了各因素对图案任务的影响以及复杂程度和困难程度之间的关系，以期对教学日程的设计有所帮助。

引用次数: 0

Tool selection based on rigidity in young children: a comparative approach (Selección de herramientas en función de su rigidez con niños preescolares: un enfoque comparativo) 基于幼儿刚性的工具选择:一种比较方法(基于幼儿刚性的工具选择:一种比较方法)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-01-06 DOI: 10.1080/02103702.2021.2000128

Héctor M. Manrique, Yurena Hernández-Gálvez, Juan Hernández-Cabrera, C. J. Álvarez

ABSTRACT Fifty-one 23-to-55-month-old-infants faced two apparatuses that required the use of a rigid (box apparatus) or flexible (hose apparatus) stick-like tool to retrieve a toy stuck inside. Before attempting the extraction, however, they had to pick the only one tool (of three) on display that had the appropriate rigidity/flexibility to be effective. To inform their decisions, they could either manipulate the three tools themselves (haptic information) or observe the experimenter bending and unbending them for just five seconds each (visual information) before selection. Children found more difficulties in selecting appropriate flexible tools, as compared to rigid ones. Moreover, infants’ own haptic inspection of each tool did not significantly improve their selection accuracy, which indicates that observing the experimenter’s demonstration conveyed all the information required to make correct choices.

51名23 ~ 55个月大的婴儿面对两种器械，需要使用刚性(盒状器械)或柔性(软管状器械)棒状工具来取出卡在其中的玩具。然而，在尝试提取之前，他们必须在展示的三种工具中选择一种具有适当刚性/灵活性的有效工具。为了让他们做出决定，他们可以自己操纵这三种工具(触觉信息)，或者在选择之前观察实验者弯曲和松开它们的五秒钟(视觉信息)。与刚性工具相比，孩子们在选择合适的柔性工具时遇到了更多的困难。此外，婴儿自己对每个工具的触觉检查并没有显著提高他们的选择准确性，这表明观察实验者的演示传达了做出正确选择所需的所有信息。

引用次数: 0

Reviewers for 2021 / (Evaluadores del año 2021) 2021年评审员/(2021年评审员)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2022-01-02 DOI: 10.1080/02103702.2021.1996769

Alberto Hurtado, M. Aparici, Gregorio Marañón, Á. Brioso, José de Caldas, Raquel Cerdán, K. Colegrove, U. Fischer, S. García-Barros, Irene García-Molina, María Ángeles Gomariz-Vicente, Juan Carlos Osorio Gómez, Francisco Hernando Gómez-Torres, M. D. Dios, Fernando Guzmán-Simón, Andrea Hernández-Martínez, G. Ivinson, D. Martinez

Lucia Alcalá (California State University Fullerton) Paula Alonqueo (Universidad de La Frontera) Alejandra Andueza (Universidad Alberto Hurtado) Melina Aparici (Universitat Autònoma de Barcelona) David Arnau (Universitat de València) Josefina Arrúe (Consejo Nacional de Investigaciones Científicas y Técnicas) Raquel Ayuda (DELETREA) Antoni Badia (Universitat Oberta de Catalunya) Alicia Benarroch (Universidad de Granada) Julia Benassi (Universidad Nacional del Litoral) Ruth Berman (Tel Aviv University) Florentino Blanco (Universidad Autónoma de Madrid) María Blume (Pontificia Universidad Católica del Perú) Leticia Boada (Hospital General Universitario Gregorio Marañón) Ángeles Brioso (Universidad Nacional de Educación a Distancia) Bárbara Brizuela (Tufts University) Martina Cabra (Université de Neuchâtel) María-Luz Callejo (Universidad de Alicante) Emilia Campayo-Muñoz (Universitat Jaume I) Ricardo Canal-Bedia (Universidad de Salamanca) Jaime Andrés Carmona-Mesa (Universidad de Antioquia) Antonia Cascales (Universidad de Murcia) Claudia C. Castro (Universidad Distrital Francisco José de Caldas) Raquel Cerdán (Universitat de València) María Dolores Cervera (Centro de Investigación y de Estudios Avanzados) Kiyomi Colegrove (Texas State University San Marcos) Carmen Coloma (Universidad de Chile) Maricela Correa-Chávez (California State University, Long Beach) Ariel Cuadro (Universidad Católica del Uruguay) Paola Cúneo (Consejo Nacional de Investigaciones Científicas y Técnicas) Lourdes de León (CIESAS Casa Chata) Pascual Diago (Universitat de València) Petya Eckler (University of Strathclyde) JOURNAL FOR THE STUDY OF EDUCATION AND DEVELOPMENT / INFANCIA Y APRENDIZAJE 2022, VOL. 45, NO. 1, 244–246 https://doi.org/10.1080/02103702.2021.1996769

Lucia阿尔卡拉大学(California State University Fullerton) Paula Alonqueo(边界)亚历山德拉Andueza (Alberto Hurtado)大学Melina Aparici”(大学ònoma David Arnau(巴塞罗那)的瓦尔ència)约瑟芬Arrúe(国家科学和技术研究理事会)瑞秋帮助(DELETREA) Antoni Badia(大学Catalunya) Alicia Benarroch(格拉纳达大学沿海Julia Benassi(国立大学)露丝·伯曼(Tel Aviv)马德里自治大学大学白佛罗伦萨(maria Blume)(秘鲁天主教大学)莱蒂西亚Boada大学(General Hospital)葛Marañón)天使(国家远程教育大学)的芭芭拉维拉(Martina山羊(大学(Tufts University) Neuchâtel) María-Luz Callejo罗马涅(阿利坎特大学)Campayo-Muñoz (Ricardo Canal-Bedia哈乌梅一世)(Jaime andres Carmona-Mesa(萨拉曼卡大学)大学Antonia Cascales(穆尔西亚大学)Claudia C. Castro (Francisco jose de Caldas地区大学)Raquel cerdan(巴伦西亚大学)maria Dolores Cervera(研究和高级研究中心)Kiyomi Colegrove(德克萨斯州立大学圣马科斯)Carmen Coloma(智利大学)Maricela correa - chavez(加州州立大学)长滩Ariel表)(乌拉圭天主教大学)Paola Cúneo(国家科学和技术研究理事会)平人类学Lourdes leon(房子)Pascual Diago(大学瓦尔ència彼佳国际性(University of拉斯克)JOURNAL FOR THE STUDY of EDUCATION AND DEVELOPMENT /儿童学习在2022年,第45卷,不。1, 244 - 246 https://doi.org/10.1080/02103702.2021.1996769

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引用次数: 0

Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas) 口头和non-verbal analogical - in the emergent扫盲period: AR modality exploratory analysis of the影响on listening comprehension, phonological意识和lexical技能(类比推理弹出言语和非言语在识字:探索性分析AR关于听力理解的方式影响fonológica意识和技能,léxicas)

IF 0.8 4区教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Journal for the Study of Education and Development

Pub Date : 2021-12-23 DOI: 10.1080/02103702.2021.1992105

Yeniè S. Norambuena, Bernardo E. Riffo, Katia L. Sáez

ABSTRACT

Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.

摘要尽管类比推理在认知和语言中发挥着重要作用，但这种能力与新兴识字时期语言技能之间的关系尚未得到充分研究，特别是在西班牙语使用者中。为了探索这种联系，我们研究了两种AR模式(言语和非言语)作为西班牙语学龄前儿童语言技能的预测因素。进行了描述性横断面研究，采用非概率抽样。参与者在听力理解、词汇技能、语音意识以及口头和非口头AR方面进行了评估。样本包括48名4.1至6.0岁的单语西班牙语儿童。层次回归分析发现，年龄和言语AR是整体突现读写能力的重要预测因子，并指出言语和非言语AR对听力理解、词汇技能和语音意识模型的不同贡献。这些发现有助于讨论新兴识字时期这种关系的动态，并强调分析语言发展模型中特定类比模式的必要性。

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