Build it and They Will Come . . . The Birmingham Early Learning Center: Creating a Vision for the Future of Alabama’s Children

1999 ◽  
pp. 13-19
Author(s):  
Marilyn R. Bradbard ◽  
June Henton ◽  
Jacquelyn Mize ◽  
Janice Grover ◽  
Robbie Roberts
Keyword(s):  
Early Learning ◽  
Learning Center ◽  
The Future

ADAM Comes to Nueva

1980 ◽  
Vol 27 (5) ◽  
pp. 46-47
Author(s):  
Mary Laycock
Keyword(s):  
Sixth Grade ◽  
Learning Center ◽  
Home Base ◽  
The Future

Adam is a “first of its kind” computer with a language of English words out of which children can “teach” ADAM to do their bidding with a minimum of instruction. The Nueva Learning Center was host to ADAM for two months. ADAM's inventor, John Peers, arranged the loan and visited Nueva to talk with the fifth- and sixth-grade children about things of the future and the unbelievable role of computers of the fu ture in their lives. With the help of one of the instructors from ADAM's home base, the children were able to master the basic capabilities of the machine.

scholarly journals Creating a Complete Learning Community

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Lynne McMahan ◽  
Tiffany Talbert
Keyword(s):  
Social Justice ◽  
Learning Communities ◽  
Learning Community ◽  
John Dewey ◽  
Progressive Education ◽  
Learning Culture ◽  
Learning Center ◽  
Global Pandemic ◽  
The Family ◽  
The Future

More than one hundred years ago, John Dewey espoused an aligned belief that classrooms should be a model of the family, a complete community where students would be nurtured and grow through the learning culture. His profound belief in democracy and progressive education focused his pedagogical philosophy around creating civically engaged citizens. This ideal is one that is critically needed in 2020—the year where racial and social justice and a global pandemic have unearthed and tested individual and systemic rights and responsibilities, requiring civically engaged citizens to move us through this unprecedented time. This article is an article of stories to encourage and anchor the reader in the mission and vision of two purpose-filled organizations (Tribes Learning Community and Peace Learning Center) that have taken Dewey’s beliefs and philosophy in a civically engaged, democratic classroom to the level of restorative action to build safe and courageous learning communities of trust and care for our students and the future of our world beyond the year 2020.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

Westwood Early Learning Center

1994 ◽  
Vol 26 (2) ◽  
pp. 30-35
Author(s):  
Mark Heckmon ◽  
Cheryl Rike
Keyword(s):  
Early Learning ◽  
Learning Center
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