After a brief overview of translanguaging research carried out in the past, this chapter introduces how Hungarian-English emergent bilingual children used translanguaging practices during play time in a Hungarian-English early childhood education classroom in the AraNY János Hungarian School in New York City (USA). The authors developed the concept of student-led translanguaging and observed it separately from teacher-led translanguaging practices. This chapter presents the data collected through classroom observations over a period of 6 months. The overarching aim of this research is to reveal how translanguaging is used by the students and by the teachers in a superdiverse community of Hungarian descendants living around New York City.
{"title":"Translanguaging Practices in a Hungarian-English Early Childhood Classroom","authors":"I. Golubeva, É. Csillik","doi":"10.13016/M2CR9D-MVZO","DOIUrl":"https://doi.org/10.13016/M2CR9D-MVZO","url":null,"abstract":"After a brief overview of translanguaging research carried out in the past, this chapter introduces how Hungarian-English emergent bilingual children used translanguaging practices during play time in a Hungarian-English early childhood education classroom in the AraNY János Hungarian School in New York City (USA). The authors developed the concept of student-led translanguaging and observed it separately from teacher-led translanguaging practices. This chapter presents the data collected through classroom observations over a period of 6 months. The overarching aim of this research is to reveal how translanguaging is used by the students and by the teachers in a superdiverse community of Hungarian descendants living around New York City.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"7 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78321692","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 : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch019
A. Plastina
Providing learner control opportunities, such as making individual choices and using preferred learning styles, is a difficult task in the tertiary ESP classroom. Curricular courses can be supplemented with integrative CALL experiences in Personal Learning Environments (PLEs) to overcome classroom constraints. ESP course design in these environments should, however, focus on key aspects which allow learners greater degrees of control. The current study investigates whether content sequencing, pace of learning and access to learning support can be designed to facilitate higher learner control, and whether learners take advantage of these options. For this purpose, it analyses the design of an ESP course implemented in a PLE for pre-intermediate ESP learners studying at a university in Italy. A preliminary investigation on participants' learning styles and navigation behaviour confirms that students chose to exercise high control over content sequencing, pace of learning and access to learning support, thanks to the design options allowed.
{"title":"Do-It-Our-Way or Do-It-Yourself?","authors":"A. Plastina","doi":"10.4018/978-1-5225-7507-8.ch019","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch019","url":null,"abstract":"Providing learner control opportunities, such as making individual choices and using preferred learning styles, is a difficult task in the tertiary ESP classroom. Curricular courses can be supplemented with integrative CALL experiences in Personal Learning Environments (PLEs) to overcome classroom constraints. ESP course design in these environments should, however, focus on key aspects which allow learners greater degrees of control. The current study investigates whether content sequencing, pace of learning and access to learning support can be designed to facilitate higher learner control, and whether learners take advantage of these options. For this purpose, it analyses the design of an ESP course implemented in a PLE for pre-intermediate ESP learners studying at a university in Italy. A preliminary investigation on participants' learning styles and navigation behaviour confirms that students chose to exercise high control over content sequencing, pace of learning and access to learning support, thanks to the design options allowed.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84013093","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 : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch051
Hazel L. Bradshaw-Beaumont
Students learn better when they can see, touch and visualize. This chapter documents the processes experienced by two groups of elementary students as they participated in a collaborative after school mural project within their school community. The collaborative visual art experience provided the students with a voice to express ideas as they were brought together with their community. Consequently, the students were able to focus while working together on their personal mural with unity and cooperation. Given the vehicle to communicate a message to the community by symbolic and abstract images with deep meaning, evidence indicated that students' confidence besides visual arts was elevated. The project also exposed the participants to teamwork, planning, brainstorming, organizing and collaboration as they worked together on the mural project.
{"title":"Collaboration, Teamwork and Service Learning Within an After School Community Arts Project","authors":"Hazel L. Bradshaw-Beaumont","doi":"10.4018/978-1-5225-7507-8.ch051","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch051","url":null,"abstract":"Students learn better when they can see, touch and visualize. This chapter documents the processes experienced by two groups of elementary students as they participated in a collaborative after school mural project within their school community. The collaborative visual art experience provided the students with a voice to express ideas as they were brought together with their community. Consequently, the students were able to focus while working together on their personal mural with unity and cooperation. Given the vehicle to communicate a message to the community by symbolic and abstract images with deep meaning, evidence indicated that students' confidence besides visual arts was elevated. The project also exposed the participants to teamwork, planning, brainstorming, organizing and collaboration as they worked together on the mural project.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76644159","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 : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch073
S. T. Schroth
Teacher education programs face many challenges preparing teacher candidates for the early childhood education classroom. Initiating undergraduate research programs in conjunction with early childhood teacher education can provide a greatly enhanced experience for teacher candidates and bear great benefits to the departments sponsoring this. Undergraduate research initiatives provide pre-service teachers with tremendous opportunities to gain hands-on experiences with many of the theories and strategies they study in their coursework. Such initiatives also serve as tremendous recruiting tools, especially for those early childhood education programs seeking to recruit more males, teacher candidates of color, and those from low-SES backgrounds. Rigorous preparation must be completed before teacher candidates begin to conduct fieldwork, but the benefits to teacher candidates, mentor teachers, and children are many.
{"title":"Enhancing Early Childhood Education Teacher Candidates' Experiences","authors":"S. T. Schroth","doi":"10.4018/978-1-5225-7507-8.ch073","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch073","url":null,"abstract":"Teacher education programs face many challenges preparing teacher candidates for the early childhood education classroom. Initiating undergraduate research programs in conjunction with early childhood teacher education can provide a greatly enhanced experience for teacher candidates and bear great benefits to the departments sponsoring this. Undergraduate research initiatives provide pre-service teachers with tremendous opportunities to gain hands-on experiences with many of the theories and strategies they study in their coursework. Such initiatives also serve as tremendous recruiting tools, especially for those early childhood education programs seeking to recruit more males, teacher candidates of color, and those from low-SES backgrounds. Rigorous preparation must be completed before teacher candidates begin to conduct fieldwork, but the benefits to teacher candidates, mentor teachers, and children are many.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83937344","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 : 2019-01-01DOI: 10.4018/978-1-5225-1005-5.CH012
Alina Nazareth, Rosalie Odean, Shannon M. Pruden
This chapter highlights the benefits of eye-tracking technology in spatial thinking research, specifically in the study of complex cognitive processes used to solve spatial tasks including cognitive strategy selection, cognitive strategy flexibility and spatial language processing. The consistent sex differences found in spatial thinking research (i.e., mental rotation), with males outperforming females, is concerning given the link between spatial ability and success in the STEM fields. Traditional methods like self-reports, checklists and response times methods may not be sufficient to study complex cognitive processes. Advances in eye-tracking technology make it possible to efficiently record and analyze voluminous eye-gaze data as an indirect measure of underlying cognitive processes involved in solving spatial tasks. A better understanding of the cognitive processes underlying spatial thinking will facilitate the design of effective training and educational pedagogy that encourages spatial thinking across both males and females.
{"title":"The Use of Eye-Tracking in Spatial Thinking Research","authors":"Alina Nazareth, Rosalie Odean, Shannon M. Pruden","doi":"10.4018/978-1-5225-1005-5.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-1005-5.CH012","url":null,"abstract":"This chapter highlights the benefits of eye-tracking technology in spatial thinking research, specifically in the study of complex cognitive processes used to solve spatial tasks including cognitive strategy selection, cognitive strategy flexibility and spatial language processing. The consistent sex differences found in spatial thinking research (i.e., mental rotation), with males outperforming females, is concerning given the link between spatial ability and success in the STEM fields. Traditional methods like self-reports, checklists and response times methods may not be sufficient to study complex cognitive processes. Advances in eye-tracking technology make it possible to efficiently record and analyze voluminous eye-gaze data as an indirect measure of underlying cognitive processes involved in solving spatial tasks. A better understanding of the cognitive processes underlying spatial thinking will facilitate the design of effective training and educational pedagogy that encourages spatial thinking across both males and females.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87373623","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 : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch009
H. Wright, P. Luff, Cahide Sevgi Emre
Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.
{"title":"Early Childhood Play With Reclaimed Resources","authors":"H. Wright, P. Luff, Cahide Sevgi Emre","doi":"10.4018/978-1-5225-7507-8.ch009","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch009","url":null,"abstract":"Sustainable play practices offer many benefits to young children, developmental and cultural, and these are examined in an English context. The authors claim a shared European heritage for children's play practices; one that has been eroded with the commodification of play materials, the manufacture of commercial toys and games accessible only to the wealthy child. After demonstrating the value of education for sustainable development, the chapter considers how reclaimed resources can be used to promote this end. It discusses a small-scale research project that visited four English early years settings to see whether and how the staff followed sustainable principles. It was found that the approaches of the four settings varied considerably, using resources that spanned the spectrum from commercial to natural, and concluded that more should/could be done to encourage play with reclaimed materials to set children on the path to greater environmental awareness and intercultural harmony.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76742712","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 : 2019-01-01DOI: 10.4018/978-1-5225-0359-0.CH005
K. MacCallum, Heather Bell
This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.
{"title":"Improving Teaching Practice in Early Childhood Supported by Mobile Technology","authors":"K. MacCallum, Heather Bell","doi":"10.4018/978-1-5225-0359-0.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-0359-0.CH005","url":null,"abstract":"This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85470515","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 : 2019-01-01DOI: 10.4018/978-1-4666-9634-1.CH029
Amanda J. Muhammad, Gloysis Mayers, Deborah Wooldridge
A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.
{"title":"Using Theory-Based Research in Supporting Creative Learning Environment for Young Children","authors":"Amanda J. Muhammad, Gloysis Mayers, Deborah Wooldridge","doi":"10.4018/978-1-4666-9634-1.CH029","DOIUrl":"https://doi.org/10.4018/978-1-4666-9634-1.CH029","url":null,"abstract":"A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83118133","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 : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch068
Daman Ahuja
Child Labour (Prohibition and Regulation) Act 1986 talks about the hazardous units of the employability and prohibit the employers to employ children in them and regulate employability of children in the non-hazardous units. Law has laid emphasis on physical injury that effects the physiology of a child but the “psychological injury” is left as such. Psychological injury can have disastrous impact to shape the personality of a child. The paper reviewed types of non–hazardous occupations where children are involved at work, methods, Ericson's developmental stages of children affected by child's labour activities, assessing psychological effects, constitutional provisions; psychosocial analysis, and concluded that once a child gets employed he or she loses the freedom to spend his or her time by his own free will.
{"title":"Psychological Injury to Children at Work","authors":"Daman Ahuja","doi":"10.4018/978-1-5225-7507-8.ch068","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch068","url":null,"abstract":"Child Labour (Prohibition and Regulation) Act 1986 talks about the hazardous units of the employability and prohibit the employers to employ children in them and regulate employability of children in the non-hazardous units. Law has laid emphasis on physical injury that effects the physiology of a child but the “psychological injury” is left as such. Psychological injury can have disastrous impact to shape the personality of a child. The paper reviewed types of non–hazardous occupations where children are involved at work, methods, Ericson's developmental stages of children affected by child's labour activities, assessing psychological effects, constitutional provisions; psychosocial analysis, and concluded that once a child gets employed he or she loses the freedom to spend his or her time by his own free will.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87857441","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 : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch033
V. Washington, Brandi N. King
The Child Development Associate® (CDA) is a nationally recognized credential based on demonstrated competencies widely understood to be essential for working with young children and accepted across the country as the foundational qualification for ECE educators. Since the creation of the CDA program in the early 1970s, the expansion of publicly funded early education programs and rising expectations for programs to address persistent gaps in developmental and educational outcomes for young children are shifting policy debates on educator qualifications. New degree mandates and program quality standards are presenting significant challenges for the field given its history of varied standards, low compensation, and a low skilled workforce with limited experience in postsecondary education. Despite these changes the competencies embedded in the CDA credentialing process remain the basis for new state and federal competency frameworks and career pathway systems to provide the workforce clearly articulated steps toward postsecondary degrees.
{"title":"Child Development Associate (CDA) Credential","authors":"V. Washington, Brandi N. King","doi":"10.4018/978-1-5225-7507-8.ch033","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch033","url":null,"abstract":"The Child Development Associate® (CDA) is a nationally recognized credential based on demonstrated competencies widely understood to be essential for working with young children and accepted across the country as the foundational qualification for ECE educators. Since the creation of the CDA program in the early 1970s, the expansion of publicly funded early education programs and rising expectations for programs to address persistent gaps in developmental and educational outcomes for young children are shifting policy debates on educator qualifications. New degree mandates and program quality standards are presenting significant challenges for the field given its history of varied standards, low compensation, and a low skilled workforce with limited experience in postsecondary education. Despite these changes the competencies embedded in the CDA credentialing process remain the basis for new state and federal competency frameworks and career pathway systems to provide the workforce clearly articulated steps toward postsecondary degrees.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76538549","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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