Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7308-2
{"title":"Teaching Computational Thinking and Coding to Young Children","authors":"","doi":"10.4018/978-1-7998-7308-2","DOIUrl":"https://doi.org/10.4018/978-1-7998-7308-2","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79319123","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 : 2021-01-01DOI: 10.4018/978-1-7998-5770-9.ch013
L. Haas, Jill T. Tussey
This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.
{"title":"Equity and Engagement Through Digital Storytelling and Game-Based Learning","authors":"L. Haas, Jill T. Tussey","doi":"10.4018/978-1-7998-5770-9.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-5770-9.ch013","url":null,"abstract":"This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81867600","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 : 2021-01-01DOI: 10.4018/978-1-7998-4721-2.ch014
Kamshia Childs
The integration of social media, digital literacy, and its elements into the literacy classroom environment is a pairing that is necessary to keep students engaged in order to see the relevance of the skills in which they are learning. Students spend hours taking in popular culture and communicating their perspectives and ideas with the world while taking part in social media, but fail to see that they are learning and using similar skills when they are in the classroom. This chapter will demonstrate how educators can engage students with the skills they develop outside of the classroom, and apply those skills in lessons, tasks, and the classroom environment.
{"title":"Sparking Engagement","authors":"Kamshia Childs","doi":"10.4018/978-1-7998-4721-2.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-4721-2.ch014","url":null,"abstract":"The integration of social media, digital literacy, and its elements into the literacy classroom environment is a pairing that is necessary to keep students engaged in order to see the relevance of the skills in which they are learning. Students spend hours taking in popular culture and communicating their perspectives and ideas with the world while taking part in social media, but fail to see that they are learning and using similar skills when they are in the classroom. This chapter will demonstrate how educators can engage students with the skills they develop outside of the classroom, and apply those skills in lessons, tasks, and the classroom environment.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82069474","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 : 2021-01-01DOI: 10.4018/978-1-7998-4906-3.ch001
A. Florêncio-Wain
This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today.
{"title":"Holistic Education","authors":"A. Florêncio-Wain","doi":"10.4018/978-1-7998-4906-3.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-4906-3.ch001","url":null,"abstract":"This chapter explores the theories and histories of the holistic educational paradigm. Beginning with a description of the theoretical structures that underpin the holistic educational viewpoint, it lays the groundwork to understand how pedagogies as diverse as Waldorf, Montessori, Democratic Free Schooling, and homeschooling are connected by a common set of paradigmatic assumptions. Following brief summaries of the origins of these traditions, key aspects of practice and highlights from research carried out in each pedagogy are discussed. Concluding remarks draw connections between the fundamental convictions that gave rise to these pedagogies and the needs of educators in diverse contexts today.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81311716","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 : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch014
Ardene Virtue
The effective facilitation of discourses about diverse youth literature (DYL) is dependent on teachers' application of vital instructional approaches. This has implications for how pre-service teachers (PSTs) are prepared to involve their students in relevant dialogues that critically examine how DYL mirror authentic life experiences. Hence, the author undertook this action research to execute a methodology model which illustrated instructional processes that may be employed in training PSTs to make conscious decisions about planning, designing, and guiding discussions in a lesson. The participants were 20 PSTs who pursued a literature methods course at a teacher training institution in Jamaica, and studied the texts “Bright Thursdays” by Olive Senior and “Barbie Doll” by Marge Piercy. The application of the model provided insights into the benefits and considerations for training PSTs to practice how to facilitate discussions about DYL during lessons and how to use their literature classes as opportunities for developing social responsibility among their students.
{"title":"Cultivating Pedagogical Proficiencies for Facilitating Discussions About Diverse Youth Literature","authors":"Ardene Virtue","doi":"10.4018/978-1-7998-7375-4.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch014","url":null,"abstract":"The effective facilitation of discourses about diverse youth literature (DYL) is dependent on teachers' application of vital instructional approaches. This has implications for how pre-service teachers (PSTs) are prepared to involve their students in relevant dialogues that critically examine how DYL mirror authentic life experiences. Hence, the author undertook this action research to execute a methodology model which illustrated instructional processes that may be employed in training PSTs to make conscious decisions about planning, designing, and guiding discussions in a lesson. The participants were 20 PSTs who pursued a literature methods course at a teacher training institution in Jamaica, and studied the texts “Bright Thursdays” by Olive Senior and “Barbie Doll” by Marge Piercy. The application of the model provided insights into the benefits and considerations for training PSTs to practice how to facilitate discussions about DYL during lessons and how to use their literature classes as opportunities for developing social responsibility among their students.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76418055","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 : 2021-01-01DOI: 10.4018/978-1-7998-5718-1.ch004
In this chapter, the authors present MatCos 3.0 software aimed at the primary school. First, the pedagogical-didactic and training bases on which the construction of the software is based will be exposed, albeit briefly. All the buttons on the user interface and all the axiomatic and genetic commands available are presented. The method used is a direct presentation aimed at technical use. Some pedagogical-educational observations will be given. Numerous examples and screenshots will be given. The commands will not be displayed in strictly alphabetical order, but a more logical and consequential line has been preferred. At the end of the chapter, the alphabetical list of all the commands available in the programming environment will be shown.
{"title":"MatCos 3.0","authors":"","doi":"10.4018/978-1-7998-5718-1.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-5718-1.ch004","url":null,"abstract":"In this chapter, the authors present MatCos 3.0 software aimed at the primary school. First, the pedagogical-didactic and training bases on which the construction of the software is based will be exposed, albeit briefly. All the buttons on the user interface and all the axiomatic and genetic commands available are presented. The method used is a direct presentation aimed at technical use. Some pedagogical-educational observations will be given. Numerous examples and screenshots will be given. The commands will not be displayed in strictly alphabetical order, but a more logical and consequential line has been preferred. At the end of the chapter, the alphabetical list of all the commands available in the programming environment will be shown.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91191540","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 : 2021-01-01DOI: 10.4018/978-1-7998-3652-0
{"title":"Designing Culturally Competent Programming for PK-20 Classrooms","authors":"","doi":"10.4018/978-1-7998-3652-0","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77973722","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}
Secondary school as a gateway for the development of other sectors of the educational system provides primary school leavers with the opportunity for qualitative education, the platform for skills and knowledge for vocational work, or higher institutions admission. In Nigeria, public discussions frequently focus on educational standards. This study aims to examine the influence of students' reading habits on students' academic performance. A descriptive survey design was adopted. The schools in Ibadan North LGA were randomly selected, making a total of five schools. Each of the participants was randomly selected, totaling 300 students. There was a significant positive relationship between student reading habits and student academic performance (r = 0.84). At F=1.31, there is no significant difference in the reading habit of male and female students. Reading habit enhances the academic performance of students. Therefore, students should be encouraged to inculcate in them the reading habit by providing enabling environment and infrastructures that will stimulate students to read.
中学作为教育系统其他部门发展的门户，为小学毕业生提供了接受素质教育的机会，为职业工作提供了技能和知识的平台，或进入高等院校。在尼日利亚，公众讨论经常集中在教育标准上。本研究旨在探讨学生阅读习惯对学生学业成绩的影响。采用描述性调查设计。Ibadan North LGA的学校是随机选择的，总共有5所学校。每个参与者都是随机选择的，总共有300名学生。学生阅读习惯与学习成绩呈显著正相关(r = 0.84)。在F=1.31时，男女学生的阅读习惯没有显著差异。阅读习惯可以提高学生的学习成绩。因此，应该鼓励学生通过提供激励学生阅读的环境和基础设施来培养他们的阅读习惯。
{"title":"Influence of Reading Habit on Student Academic Performance in a Senior Second School in Ibadan","authors":"Grace Adeola Popoola, Oluwafunmilayo Kunbi Amoo, Ojoma Gloria Umar, A. Popoola, Olaronke Modupeoluwa Olatunji","doi":"10.4018/978-1-7998-4906-3.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-4906-3.ch007","url":null,"abstract":"Secondary school as a gateway for the development of other sectors of the educational system provides primary school leavers with the opportunity for qualitative education, the platform for skills and knowledge for vocational work, or higher institutions admission. In Nigeria, public discussions frequently focus on educational standards. This study aims to examine the influence of students' reading habits on students' academic performance. A descriptive survey design was adopted. The schools in Ibadan North LGA were randomly selected, making a total of five schools. Each of the participants was randomly selected, totaling 300 students. There was a significant positive relationship between student reading habits and student academic performance (r = 0.84). At F=1.31, there is no significant difference in the reading habit of male and female students. Reading habit enhances the academic performance of students. Therefore, students should be encouraged to inculcate in them the reading habit by providing enabling environment and infrastructures that will stimulate students to read.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"161 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80141547","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 : 2021-01-01DOI: 10.4018/978-1-7998-7585-7.CH015
C. Ruiz, E. Ponce, E. Vela, M. M. Álvarez
Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).
{"title":"Didactic Proposal for Physical Education for Three-Year Olds in Early Childhood Education","authors":"C. Ruiz, E. Ponce, E. Vela, M. M. Álvarez","doi":"10.4018/978-1-7998-7585-7.CH015","DOIUrl":"https://doi.org/10.4018/978-1-7998-7585-7.CH015","url":null,"abstract":"Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81570675","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 : 2021-01-01DOI: 10.4018/978-1-7998-4102-9.ch001
Recent polls report a trend that school violence is steadily continuing in middle and high schools. Concurrently, schools are filled with students who cannot function academically and socially due to challenging home lives. Recognizing that social and emotional development in young adolescents is essential to academic success, educators are learning how to address these issues through social-emotional learning (SEL). The Collaborative for Academic, Social, and Emotional Learning, or CASEL, outlines components of SEL that children and youth need to understand and manage their own emotions, set and achieve positive goals, feel and show empathy toward others, establish and maintain positive relationships, and make responsible life decisions. Findings note that schools that employ SEL have better academic performance as well as fewer disciplinary incidents.
{"title":"The ABCs of Social-Emotional Learning","authors":"","doi":"10.4018/978-1-7998-4102-9.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9.ch001","url":null,"abstract":"Recent polls report a trend that school violence is steadily continuing in middle and high schools. Concurrently, schools are filled with students who cannot function academically and socially due to challenging home lives. Recognizing that social and emotional development in young adolescents is essential to academic success, educators are learning how to address these issues through social-emotional learning (SEL). The Collaborative for Academic, Social, and Emotional Learning, or CASEL, outlines components of SEL that children and youth need to understand and manage their own emotions, set and achieve positive goals, feel and show empathy toward others, establish and maintain positive relationships, and make responsible life decisions. Findings note that schools that employ SEL have better academic performance as well as fewer disciplinary incidents.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87385023","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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