Architectural Responses to the Concept of “Ownership” in the Early Learning Environment

2021 ◽  
pp. 1-6
Author(s):  
Jeffrey Goldberger
Keyword(s):  
Learning Environment ◽  
Early Learning

scholarly journals Parents’ perception of raising healthy Black children

2021 ◽  
Author(s):  
Patricia Hall
Keyword(s):  
Racial Identity ◽  
Critical Race Theory ◽  
Learning Environment ◽  
Racial Socialization ◽  
Early Learning ◽  
Structured Interviews ◽  
Healthy Development ◽  
Children's Home ◽  
Black Canadian ◽  
The Impact

The early learning environment is important in the development of racial identity for Black and bi-racial children as this may be the first environment outside of the children’s home environment where they learn about themselves and others. Through semi-structured interviews this qualitative research explores five Black Canadian mothers’ racial socialization practices and perceptions of how their children’s racial identity is being represented in the early learning environment. Employing a constructivist framework and Critical Race Theory (CRT) four overarching themes were identified: “racial socialization behaviours connected to Black identity”, “parents using racial socialization to combat racism”, “lack of resources supporting racial identity”, and “diversity of teachers, authority belongs to everybody”. The mothers in this study employed racial socialization behaviours to buffer against the impact of racism in order to support the healthy development of their children.

scholarly journals Parents’ perception of raising healthy Black children

2021 ◽  
Author(s):  
Patricia Hall
Keyword(s):  
Racial Identity ◽  
Critical Race Theory ◽  
Learning Environment ◽  
Racial Socialization ◽  
Early Learning ◽  
Structured Interviews ◽  
Healthy Development ◽  
Children's Home ◽  
Black Canadian ◽  
The Impact

The early learning environment is important in the development of racial identity for Black and bi-racial children as this may be the first environment outside of the children’s home environment where they learn about themselves and others. Through semi-structured interviews this qualitative research explores five Black Canadian mothers’ racial socialization practices and perceptions of how their children’s racial identity is being represented in the early learning environment. Employing a constructivist framework and Critical Race Theory (CRT) four overarching themes were identified: “racial socialization behaviours connected to Black identity”, “parents using racial socialization to combat racism”, “lack of resources supporting racial identity”, and “diversity of teachers, authority belongs to everybody”. The mothers in this study employed racial socialization behaviours to buffer against the impact of racism in order to support the healthy development of their children.

Children's cortisol patterns and the quality of the early learning environment

2011 ◽  
Vol 19 (1) ◽  
pp. 45-62 ◽  
Author(s):  
Nina Sajaniemi ◽  
Eira Suhonen ◽  
Elina Kontu ◽  
Pekka Rantanen ◽  
Harri Lindholm ◽  
...  
Keyword(s):  
Learning Environment ◽  
Early Learning

Applying Learning Object Libraries in K-12 Settings

2011 ◽  
pp. 723-743
Author(s):  
Sebastian Foti
Keyword(s):  
Learning Environment ◽  
Lesson Planning ◽  
Early Learning ◽  
Learning Object ◽  
Barriers To Success ◽  
Student Centered ◽  
Student Centered Learning ◽  
Object Databases ◽  
K 12 ◽  
Insight Into

The author describes the work of Dr. Mary Budd Rowe and the establishment of an early learning object databases. Extensive training with K-12 educators left two lingering issues about learning object library implementation: the question of granularity, and the perceptual chasm between developers of learning object libraries and the practitioners who will ultimately retrieve the objects. An examination of Dr. Rowe’s projects, including Science Helper K-8, Culture & Technology, and Enhanced Science Helper provides insight into possible barriers to success when teachers use learning object libraries as a tool for lesson planning. An intelligent lesson-planning tool that populates a student-centered learning environment is proposed as a possible solution to overcome such barriers.

scholarly journals Creating a Successful Early Learning Environment for Children Who Have Autistic Spectrum Disorders

EDIS ◽  
2008 ◽  
Vol 2008 (7) ◽  
Author(s):  
Heidi Liss Radunovich ◽  
Jessica L. Kochert
Keyword(s):  
Learning Environment ◽  
Early Learning ◽  
Autistic Spectrum Disorders ◽  
Classroom Setting ◽  
Autistic Spectrum ◽  
Fact Sheet ◽  
Spectrum Disorders

FCS-2287, a 7-page fact sheet by Heidi Liss Radunovich and Jessica L. Kochert, discusses what autistic spectrum disorders (ASDs) are, issues and symptoms, and factors to be considered for a classroom setting that will meet the needs of children with ASDs. Includes resource list and references. Published by the UF Department of Family Youth and Community Sciences, August 2008.

scholarly journals Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project

2012 ◽  
Vol 24 (2) ◽  
pp. 160-177
Author(s):  
Jenny Goff ◽  
Maria Evangelou ◽  
Kathy Sylva
Keyword(s):  
Mixed Methods ◽  
Early Intervention ◽  
Parental Involvement ◽  
Learning Environment ◽  
Father Involvement ◽  
Early Learning ◽  
Home Learning Environment ◽  
Mixed Methods Evaluation ◽  
Home Learning ◽  
Early Intervention Project

This paper describes the effects of a complex intervention programme entitled the ‘Early Learning Partnership Project’ (ELPP) which was rolled out across nine voluntary and community sector (VCS) agencies within the United Kingdom during a period of Government reform. It focused on parents of children aged between 1-3 who were at risk of learning delay, and aimed to increase parental involvement within children’s learning as a precursor to reducing the later effects of disadvantage. A mixed methods evaluation examined the influence of ELPP. This paper reports specifically on a sample of parents from twenty ‘exemplar’ sites participating in the programme. Parents took part in a selection of structured observations (HOME and Book-sharing Observation) and structured questionnaires (Home Learning Environment, Parental Feelings Questionnaire and Father Involvement Questionnaire) across two time points. This paper shows that a short intervention with parents can influence parenting practices, personal beliefs and affective relationships with children. The findings suggest that through ELPP, a UK-based intervention, it is possible to improve levels of parental involvement and broaden the quality of the home learning environment via an early intervention project in a minimum of three months. Zusammenfassung In diesem Beitrag werden die Auswirkungen eines aufwändigen Frühinterventionsprogramms namens Early Learning Partnership Project (ELPP), das während einer Reformperiode der Regierung bei neun Institutionen der Freiwilligenund Gemeinwesenarbeit im Vereinigten Königreiches eingeführt wurde, beschrieben. Im Mittelpunkt des Programmes standen die Eltern von Kindern im Alter von ein bis drei Jahren, die dem Risiko von Lernverzögerungen ausgesetzt waren. Es zielte darauf ab, die elterliche Beteiligung am Lernen ihrer Kinder zu erhöhen, um so einer Verringerung späterer Benachteiligungseffekte den Weg zu bereiten. Der Einfluss des ELPP wurde mithilfe einer Mixed-Methods-Evaluation untersucht. Im vorliegenden Beitrag wird über eine Elternstichprobe an 20 „exemplarischen“ Standorten berichtet. Dabei nahmen die Eltern zu zwei Messzeitpunkten an einer Auswahl strukturierter Beobachtungen (HOME und Booksharing Observation) und strukturierten Fragebogeninterviews (Home Learning Environment, Parental Feelings Questionnaire und Father Involvement Questionnaire) teil. Es zeigte sich, dass kurze Interventionen gegenüber den Eltern deren Erziehungsverhalten, persönlichen Überzeugungen und die affektive Beziehung zu Kindern beeinflussen konnten. Die Ergebnisse legen nahe, dass es mit dem britischen Interventionsprogramm ELPP möglich ist, innerhalb von mindestens drei Monaten das Niveau der elterlichen Beteiligung zu erhöhen und die Qualität des häuslichen Lernumfeldes auf eine breitere Grundlage zu stellen.

scholarly journals Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy

Seminar.net ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 85-102
Author(s):  
Katriina Heljakka ◽  
Pirita Ihamäki
Keyword(s):  
Learning Environment ◽  
Early Learning ◽  
Research Area ◽  
Literacy Skills ◽  
Group Interview ◽  
The Internet ◽  
Educational Value ◽  
Interview Session ◽  
Context Of Learning ◽  
New Research

The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment
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