Adult-child interaction in children’s learning from “Sesame Street”

ECTJ ◽  
1984 ◽  
Vol 32 (4) ◽  
pp. 217-223
Author(s):  
Robert A. Reiser ◽  
Martin A. Tessmer ◽  
Pamela C. Phelps
Keyword(s):  
Adult Child ◽  
Sesame Street ◽  
Children’S Learning ◽  
Child Interaction ◽  
Children's Learning

scholarly journals PEDAGOGICAL STRATEGIES THAT IMPROVE CHILDREN’S PLAY-BASED LEARNING

2017 ◽  
Vol 2 ◽  
pp. 290 ◽  
Author(s):  
Ona Monkevičienė ◽  
Kristina Stankevičienė ◽  
Birutė Autukevičienė ◽  
Marija Jonilienė
Keyword(s):  
Qualitative Research ◽  
Joint Attention ◽  
Practical Implementation ◽  
Pedagogical Strategies ◽  
Children's Play ◽  
Theoretical Position ◽  
Children’S Learning ◽  
Child Interaction ◽  
Integrated Processes ◽  
Children's Learning

This article focuses on the analysis of the issue of children and play-based learning. The theoretical position that play and learning are frequently integrated processes for a child and that there are methods of teacher-child interaction which make play-based learning more efficient, is followed. The pedagogical strategies that enable a child to learn through play without disrupting the authenticity of the play itself are theoretically substantiated: the strategy for promotion of children’s learning “en passant”, the strategy for initiation and promotion of joint attention, the strategy for promotion of children’s learning from peers, the strategy for promotion of communicative teacher-children encounters in play and the strategy for promotion of children’s reflection on play-based learning. On the basis of the qualitative research, the specific methods of practical implementation of each strategy have been described.

scholarly journals Relations between parent-child interaction and children’s engagement and learning at a museum exhibit about circuits

2020 ◽  
Author(s):  
David Sobel ◽  
Susan Letourneau ◽  
Cristine Legare ◽  
Maureen Callanan
Keyword(s):  
Electric Circuit ◽  
Museum Exhibit ◽  
Children’S Learning ◽  
Child Interaction ◽  
Parents And Children ◽  
Children's Museum ◽  
Significant Disagreement ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Children's Learning

Play is critical for children’s learning, but there is significant disagreement over whether and how parents should guide children’s play. In an observational study of parent-child interaction and children’s learning, parents and 4- to 7-year-old children in the U.S. (N = 111 dyads) played together at an interactive electric circuit exhibit in a children’s museum. We examined how parents and children set and accomplished goals while playing with the exhibit. Children then participated in a set of challenges that involved completing increasingly difficult circuits. Children whose parents set goals for their interactions showed less engagement with the challenge task (choosing to attempt fewer challenges), and children whose parents were more active in completing the circuits while families played with the exhibit subsequently completed fewer challenges on their own. We discuss these results in light of broader findings on the role of parent-child interaction in museum settings.

scholarly journals Contingent responsivity in E-books modeled from quality adult-child interactions: Effects on children’s learning and attention.

2020 ◽  
Vol 56 (2) ◽  
pp. 285-297
Author(s):  
Cassondra M. Eng ◽  
Anthony S. Tomasic ◽  
Erik D. Thiessen
Keyword(s):  
Adult Child ◽  
Children’S Learning ◽  
Children's Learning

Parent-child interaction and children's learning from a coding application

2019 ◽  
Vol 140 ◽  
pp. 103601 ◽  
Author(s):  
Kelly J. Sheehan ◽  
Sarah Pila ◽  
Alexis R. Lauricella ◽  
Ellen A. Wartella
Keyword(s):  
Children’S Learning ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Children's Learning
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