Effects of Sesame Street: A meta-analysis of children's learning in 15 countries

2013 ◽  
Vol 34 (3) ◽  
pp. 140-151 ◽  
Author(s):  
Marie-Louise Mares ◽  
Zhongdang Pan
ECTJ ◽  
1984 ◽  
Vol 32 (4) ◽  
pp. 217-223
Author(s):  
Robert A. Reiser ◽  
Martin A. Tessmer ◽  
Pamela C. Phelps

2019 ◽  
Vol 43 (1) ◽  
pp. 249-276 ◽  
Author(s):  
Mariana Souto-Manning ◽  
Beverly Falk ◽  
Dina López ◽  
Lívia Barros Cruz ◽  
Nancy Bradt ◽  
...  

In this review of research, we offer a meta-analysis of young children’s learning and development within and across psychology, education, and linguistics. Engaging with Soja’s concept of Thirdspace, we mapped young children’s learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color—those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education’s long history of inequities and oppressions.


2019 ◽  
Vol 9 (4) ◽  
pp. 290-305 ◽  
Author(s):  
Kyriakos Demetriou ◽  
Zoi Nikiforidou

The aim of this article is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m = 4.8 years), identifying two key dimensions: one, regarding aspects of children’s learning and, the other, regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies (N = 45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s Third Space which combines both First and Second Spaces. Data show that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second Spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.


2022 ◽  
Author(s):  
Kayleigh Skene ◽  
Christine M. O’Farrelly ◽  
Elizabeth M. Byrne ◽  
Natalie Kirby ◽  
Eloise C. Stevens ◽  
...  

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