Educational Practices and Children’s Learning Journeys from Preschool to Primary School

2016 ◽  
pp. 239-253 ◽  
Author(s):  
Gunilla Sandberg ◽  
Kenneth Ekström ◽  
Tina Hellblom-Thibblin ◽  
Pernilla Kallberg ◽  
Anders Garpelin
Keyword(s):  
Primary School ◽  
Educational Practices ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Understanding primary school children’s learning on addition of fractions

2020 ◽  
Vol 1613 ◽  
pp. 012046
Author(s):  
Nor’Arifahwati Haji Abbas ◽  
Masitah Shahrill ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Primary School ◽  
Children’S Learning ◽  
Children's Learning

Pain with Punishment and The Negotiation of Childhood: An Ethnographic Analysis of Children's Rights Processes in Maasailand

Africa ◽  
2009 ◽  
Vol 79 (2) ◽  
pp. 282-302 ◽  
Author(s):  
Caroline Archambault
Keyword(s):  
Child Abuse ◽  
Primary School ◽  
Corporal Punishment ◽  
Children's Rights ◽  
Children’S Rights ◽  
Social Significance ◽  
School Settings ◽  
Children’S Learning ◽  
Ethnographic Analysis ◽  
Children's Learning

Children's rights activists contend that corporal punishment in schools is a form of child abuse which hinders children's learning. Yet most parents and teachers in Maasailand, Kenya consider corporal punishment, if properly employed, to be one of the most effective ways to instil the discipline necessary for children to learn and grow well. Responding to calls for a more empirical anthropology of rights, this article provides an ethnographic analysis of the practice of corporal punishment in domestic and primary school settings, exploring its pedagogical, developmental and social significance, and illuminating its role in the production and negotiation of identities and personhood.

The Implicit Pedagogy and the Hidden Curriculum in Postmodern Education

2019 ◽  
pp. 41-59
Author(s):  
Lucija Jančec ◽  
Jurka Lepičnik Vodopivec
Keyword(s):  
Personality Traits ◽  
Hidden Curriculum ◽  
Educational Practices ◽  
School Teachers ◽  
Postmodern Theory ◽  
Children’S Learning ◽  
Context Of Learning ◽  
Teachers Attitudes ◽  
Answering Questions ◽  
Children's Learning

This chapter addresses everyday educational practices known as the “hidden curriculum” and the related term “implicit pedagogy” in today's dominant postmodern theory. It presents results of a survey with preschool and school teachers (N=813) in Croatia and Slovenia in selected three determinants of the hidden curriculum: empathy, personality traits, and preschool and school teachers' attitudes towards space characteristics. In addition to interesting results describing current conditions in these vital populations of institutional life of children, the chapter is getting closer to answering questions like: “What else do children learn in kindergarten and school?” “What affects children's learning, and is nowhere to be ‘measured' in the context of learning?” “Are the phenomena of hidden curriculum that we want to look at the same in the two neighboring countries, in the same groups of professionals?” This is, in the context of postmodernism and postmodern education theories, one of the crucial points.

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