"Thunder Is When the Angels Are Upstairs Bowling": Narratives and Explanations at the Dinner Table

1994 ◽  
Vol 4 (4) ◽  
pp. 331-352 ◽  
Author(s):  
Diane E. Beals ◽  
Catherine E. Snow
Keyword(s):  
Young Children ◽  
The Other ◽  
Natural Mode ◽  
Parallel Development ◽  
Dinner Table ◽  
Preschool Aged Children

Abstract The domain of narrative is often assumed to be the first extended discourse genre accessible to young children, and a natural mode for representing and remembering information. Ultimately, however, children must move beyond narrative to include other genres within their competency, such as explanation. Furthermore, narrative and explanation share a number of features that might lead one to expect more or less parallel development. We studied the occurrence of narrative and explanatory sequences of talk during mealtimes in 31 lowincome families with preschool-aged children. Narrative and explanatory sequences constituted approximately equal percentages of the total talk, but explanatory sequences were much briefer and more frequent than narrative sequences. Equivalent measures of narrative and explanatory talk showed moderate correlations, suggesting that families that engaged in one type of discourse also engaged in the other; this suggestion was confirmed by the finding that a large proportion of explanatory utterance were also parts of narratives. As 3- and 4-year-olds, children participated more competently in narrative than in explanatory discourse, though they requested many explanations at all ages. (Discourse Genres; Explanation; Development)

scholarly journals Infection risks from water in natural and man-made environments

2006 ◽  
Vol 11 (4) ◽  
pp. 1-2 ◽  
Author(s):  
G Nichols
Keyword(s):  
Escherichia Coli ◽  
Young Children ◽  
Cryptosporidium Parvum ◽  
The Other ◽  
Human Faeces ◽  
The Face ◽  
Diarrhoeal Diseases

People can catch diarrhoeal diseases from contamination of both natural and man-made environments with human or animal faeces. Young children are more likely to be susceptible to the agents and to be exposed. While some diarrhoeal diseases acquired in childhood can be relatively mild and give some protection as an adult, others are more severe. The two papers presented in this issue of Eurosurveillance describe, on the face of it, unremarkable small outbreaks; one, from Chikwe Ihekweazu et al, linked to exposure to a stream contaminated with Escherichia coli from animal faeces [1]; the other, from Melanie Jones et al, to exposure to a water feature contaminated with Cryptosporidium parvum from either animal or human faeces [2].

scholarly journals I Like Vegetables: A Touch-and-Feel Board Book by L. Siminovich

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Kim Frail
Keyword(s):  
Cross Section ◽  
Public Services ◽  
Picture Book ◽  
The Other ◽  
Learning Method ◽  
University Of Alberta ◽  
Young Readers ◽  
Dinner Table ◽  
Wood Grain ◽  
The University

Siminovich, Lorena. I Like Vegetables: A Touch-and-Feel Board Book. Somerville: Candlewick Press, 2011. Print.“I Like Vegetables” is a dream come true for any nutritionally conscience parent, children’s librarian or teacher. The brightly hued collage illustrations are intriguingly textured with patterns and “touch & feel” inlays. Silky peas and rough-skinned carrots invite young readers to learn about vegetables. The layout is quite clever as it leverages contrast and comparison as a learning method. On one side of the page vegetables are depicted as they would appear growing in the garden while on the other side they are in the home being prepared for the dinner table. In addition, the nature side of the page illustrates the concept of opposites. For example, there are “tall” and “short” cornstalks. Orange carrot roots are “below” the ground, while the feathery green tops are “above”. The indoor side of the page features close-ups of vegetables against a wood-grain background that evokes a cutting board. Here children get a different perspective on the harvested veggies. We see shelled peas, open cornhusks and a cross-section of a pumpkin. The concluding series of images features an “empty” gardener’s basket next to a basket “full” of colourful vegetables on a blue and white gingham picnic tablecloth inlay.  This is primarily a picture book with only the names of the vegetables and the two opposing concepts appearing on each page. The typeset is Helvetica and is large and easy to read.  It is a sturdy board book and the inlays could not be easily ripped out or damaged. It is therefore a welcome addition to any toddler’s library. Other titles in the “I Like” series by Siminovich include: “I Like Toys “, “I Like Bugs” and “I Like Fruit”. “I Like Vegetables” is sure to engage children from ages 1-3. Highly recommended: 4 out of 4 stars Reviewer: Kim FrailKim is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta. Children’s literature is a big part of her world at work and at home. She also enjoys gardening, renovating and keeping up with her two-year old. 

scholarly journals Menneskeverd og menneskerettighetsundervisning: En sosialsemiotisk multimodalitetsanalyse og drøfting av verdighetsbegrepet i filmen A Path to Dignity: The Power of Human Rights Education

2019 ◽  
pp. 141-168
Author(s):  
Eva Maagerø ◽  
Ådne Valen-Sendstad
Keyword(s):  
Human Rights ◽  
Young Children ◽  
Research Question ◽  
The State ◽  
Muslim Woman ◽  
The Other ◽  
Human Rights Education ◽  
Indian Children ◽  
Concern For Others ◽  
Analytical Tools

This chapter is an analysis and discussion of the globally popular human rights education film: A Path to Dignity: the Power of Human Rights Education. The film is produced by Ellen Bruno and is a cooperation with the UN department OHCHR and the human rights education organisations HREA and SGI. The film combines human rights education and dignity. Our research question is how human rights education and dignity is presented and understood in the film. The film is organized in three parts, and addresses Indian children, a Muslim woman and police in Australia. We have analysed the part about the young children in India. In our discussion of the film we have applied social semiotic theory and related analytical tools. We have analysed the representations, interactions and composition of the film. The result of the analysis shows a focus on the local situation of the children. Through human rights education the children experience a transformation in gaining a sense of dignity. This leads to a particular concern for others whose dignity is violated. The state that is responsible for their human rights is not addressed. The film presents human rights education with an interest for individual children, and dignity is understood morally, as responsibility for the other.

Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians

2001 ◽  
Vol 2 (1) ◽  
pp. 83-93 ◽  
Author(s):  
Glenda MacNaughton ◽  
Karina Davis
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Multicultural Education ◽  
Indigenous Peoples ◽  
The Other ◽  
Indigenous Australians ◽  
Research Projects ◽  
Approaches To Teaching ◽  
Curriculum Frameworks ◽  
Curriculum Framework

Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The results from these two projects are compared in order to explore some current issues in adopting curriculum frameworks that counter the development of prejudice and racism in young Anglo-Australian children towards Australia's indigenous peoples and cultures.

Outcome Measures in Childhood Asthma

PEDIATRICS ◽  
2002 ◽  
Vol 109 (Supplement_E1) ◽  
pp. 393-398 ◽  
Author(s):  
David P. Skoner
Keyword(s):  
Young Children ◽  
Pulmonary Function ◽  
Outcome Measures ◽  
Childhood Asthma ◽  
Immunoglobulin E ◽  
Inflammatory Marker ◽  
Interleukin 10 ◽  
Very Young Children ◽  
Mediators Of Inflammation ◽  
Preschool Aged Children

Although evidence suggests that asthma onset occurs early in childhood, many standard asthma outcome measures are either impractical or unreliable in preschool-aged children. In this population, for instance, patient history and symptom reports rely on the observations of caregivers, who tend to underreport their child’s asthma symptoms. Furthermore, the use of conventional measures of pulmonary function such as spirometry may be impractical in very young children. Recent clinical studies have used a variety of techniques to measure symptoms, pulmonary function, and cellular mediators of inflammation. Outcomes such as discontinuation and exacerbation rates, frequency of daytime and nocturnal symptoms, and caregiver assessments of quality of life can be useful measures in evaluating outcomes in young children with asthma. Some measures, such as plethysmography and inflammatory marker analysis, may be suitable options for assessing pulmonary function and predicting asthma susceptibility in preschool-aged children. Indeed, altered levels of inflammatory markers, including immunoglobulin E, interleukin-10, and exhaled nitric oxide, may be useful tools in diagnosing asthma, evaluating interventions, and assessing future risks for asthma symptomatology in very young children. Whether 1 or more of these outcome measures will prove useful clinically in improving the diagnosis and management of childhood asthma remains uncertain, although early research results are encouraging.

Aligning Preschool and Kindergarten Classroom Learning Experiences

2021 ◽  
pp. 60-83
Author(s):  
Meg Deane Franko ◽  
Duan Zhang
Keyword(s):  
Data Analysis ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Learning Experiences ◽  
Secondary Data ◽  
The Other ◽  
Developmentally Appropriate Practices ◽  
Classroom Learning ◽  
Kindergarten Classroom ◽  
Appropriate Practices

The focus of transition from preschool to kindergarten is often placed on what can be done to prepare the child. Relatively little emphasis is placed on how differences between learning experiences across settings might impact the child's transition from one setting to the other. This chapter presents the results of secondary data analysis of the 2009 FACES study that show that the alignment of prekindergarten-kindergarten (PK-K) learning experiences impacts children's kindergarten outcomes. In particular, HLM modeling found that children who had at least as many or more activity-based centers in their classrooms in kindergarten as they had in prekindergarten showed significantly better literacy and math outcomes at the end of kindergarten than children who had less or no activity-based centers in kindergarten. This chapter advocates for a systemic focus on transition that puts an emphasis on continuing developmentally appropriate practices between preschool and kindergarten settings as a way to facilitate transitions and improve outcomes for young children.

Google’s Saathi :Women and the Smartphone

2019 ◽  
Author(s):  
Ravi Agrawal
Keyword(s):  
Young Children ◽  
The Other ◽  
Know How ◽  
Cool Desert ◽  
As If

As night fell in the tiny hamlet of Nangli Jamawat, a light glowed within one section of a small two-roomed home, like a soft beacon. The house was rectangular, built of brick with gray cement coarsely patted over its surface. Inside the main room were two wooden beds, side by side. On one, two young children were sleeping soundly, neatly curled into cashews. On the other lay Satish, on his back, as his wife, Phoolwati, readied to join him. A cool desert zephyr had seeped under the door and into the room; human warmth was a welcome relief. In a bare corner, on the cement floor, a thin white wire coiled to a rectangular object that was the source of the light. Phoolwati had set her smartphone down to charge. As she lay down, before she could shut her eyes, the rectangle of light faded into a black mirror. Room, home, fields, village became night. Phoolwati had been the first to show her fellow villagers a smartphone. “Want to see a miracle?” she asked a group of women sitting together and tossing rice on wide bamboo sieves, separating the grain from its residual husk. “There’s this new thing called Google—want to see?” “Goo-gull? What’s that, a game?” replied one of the women blandly, bored, barely looking up as she kept tossing grain. Her name was Chameli. “No, no, it’s a really useful thing. It comes on the mobile,” said Phoolwati, pointing to her smartphone. “If you want to learn about the best seeds to plant, you ask this thing. If you want to know how to get government money to build a toilet, you ask Google. It has all the answers in this world.” Chameli stopped to look up at Phoolwati. She raised an eyebrow theatrically, as if to ask: “Don’t you have anything better to do, woman?” Phoolwati was not deterred. “It has the Hanuman Chaleesa also, set to beautiful music,” she tried again, changing tack to matters of the divine. The tossing paused. The name of their chosen deity, the monkey-god Hanuman, made her audience sit up and take note.

Children's use of contextual cues to resolve referential ambiguity

1998 ◽  
Vol 6 (1-2) ◽  
pp. 265-299 ◽  
Author(s):  
Anne Bezuidenhout ◽  
Mary Sue Sroda
Keyword(s):  
Young Children ◽  
Relevance Theory ◽  
Verbal Communication ◽  
The Other ◽  
Late Development ◽  
Contextual Cues ◽  
Other Hand ◽  
Referential Ambiguity

Researchers interested in children's understanding of mind have claimed that the ability to ascribe beliefs and intentions is a late development, occurring well after children have learned to speak and comprehend the speech of others. On the other hand, there are convincing arguments to show that verbal communication requires the ability to attribute beliefs and intentions. Hence if one accepts the findings from research into children's understanding of mind, one should predict that young children will have severe difficulties in verbal communication. Conversely, if this prediction fails, this casts doubt on the claim that young children lack meta-representational skills. Using insights from Relevance Theory, an experiment was designed to test children's ability to recover a speaker's intended referent in situations in which the speaker's words underdetermine the referent. Results suggest that children's skills are comparable to those of untutored adults in similar situations. Thus this study indirectly casts doubt on the claim that young children lack meta-representational skills.

The Development of Embossed Goldwork in Bronze Age Europe

2000 ◽  
Vol 80 (1) ◽  
pp. 27-65 ◽  
Author(s):  
Stuart Needham
Keyword(s):  
Bronze Age ◽  
The Other ◽  
Early Bronze Age ◽  
Small Scale ◽  
Time And Space ◽  
Parallel Development ◽  
The Third ◽  
Third Millennium ◽  
Third Millennium Bc ◽  
Craft Skills

The discovery of a pair of armlets from Lockington and the re-dating of the Mold cape, add substance to a tradition of embossed goldworking in Early Bronze Age Britain. It is seen to be distinct in morphology, distribution and decoration from the other previously defined traditions of goldworking of the Copper and Early Bronze Ages, which are reviewed here. However, a case is made for its emergence from early objects employing ‘reversible relief to execute decoration and others with small-scale corrugated morphology. Emergence in the closing stages of the third millennium BC is related also to a parallel development in the embossing of occasional bronze ornaments. Subsequent developments in embossed goldwork and the spread of the technique to parts of the Continent are summarized. The conclusions address the problem of interpreting continuity of craft skills against a very sparse record of relevant finds through time and space.

scholarly journals Investigating children as cultural magnets: do young children transmit redundant information along diffusion chains?

2008 ◽  
Vol 363 (1509) ◽  
pp. 3541-3551 ◽  
Author(s):  
Emma Flynn
Keyword(s):  
Young Children ◽  
Cultural Transmission ◽  
The Other ◽  
Specific Reference ◽  
Redundant Information ◽  
Causal Relevance ◽  
Puzzle Box

The primary goal of this study was to investigate cultural transmission in young children, with specific reference to the phenomenon of overimitation. Diffusion chains were used to compare the imitation of 2- and 3-year-olds on a task in which the initial child in each chain performed a series of relevant and irrelevant actions on a puzzle box in order to retrieve a reward. Children in the chains witnessed the actions performed on one of two boxes, one which was transparent and so the lack of causality of the irrelevant actions was obvious, while the other was opaque and so the lack of causal relevance was not obvious. Unlike previous dyadic research in which children overimitate a model, the irrelevant actions were parsed out early in the diffusion chains. Even though children parsed out irrelevant actions, they showed fidelity to the method used to perform a relevant action both within dyads and across groups. This was true of 3-year-olds, and also 2-year-olds, therefore extending findings from previous research.

Sign in / Sign up

Export Citation Format

Share Document