Strategies for Effective Reading with Audio (and Video)

2021 ◽  
pp. 186-198
Author(s):  
Naomi S. Baron
Keyword(s):  
Young Children ◽  
Video Annotation ◽  
Learning Goals ◽  
School Age ◽  
Learning Contexts ◽  
The Mind

Chapter 8 draws upon what we learned about audio and video in Chapter 7 to explore strategies for using these materials in learning contexts. As with Chapter 6’s discussion of strategies for effective reading onscreen, we begin by talking about reading goals and who the reader is, along with application of print strategies, here to audio learning. After brief suggestions for use of audio by young children, the chapter focuses on audio and video strategies for school-age readers. Regarding solo audio, we identify tools for helping listeners focus on what they are hearing. For audio + text, we consider how general readers might benefit from the technique. The video discussion stresses the importance of being realistic about learning goals, as well as pointing out strategies for focusing the mind when viewing. The chapter closes with comments on the value of video annotation tools for enhancing learning.

scholarly journals Early Writers in Northern Communities: Ways Teachers Might View and Reflect on Writers’ Representations

2017 ◽  
Vol 19 (2) ◽  
pp. 90
Author(s):  
Judy Parr
Keyword(s):  
Young Children ◽  
Early Writing ◽  
Symbol Systems ◽  
Learning Contexts ◽  
Children's Writing

“What did I write?” is the title of a seminal book (Clay, 1975), illustrating how we can learn what children know about print, in part, from their representations. Children’s writing is socially and culturally situated; play is one context shown to help develop the use of symbol systems. A framing with several lenses is designed and applied to illustrate to teachers ways to consider the samples of early writing accompanying the play of young children in remote Northern communities in Canada. There is consideration of how information could be used to inform and optimize educative actions in such learning contexts. 

Lesson Study as a bridge between two learning contexts

2020 ◽  
Vol 9 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Birgitta Lundbäck ◽  
Helen Egerhag
Keyword(s):  
Lesson Study ◽  
After School ◽  
School Age ◽  
Content Type ◽  
Teachers Perceptions ◽  
Teaching Situation ◽  
Learning Contexts ◽  
Before And After ◽  
The Subject

PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

As we read

1968 ◽  
Vol 15 (5) ◽  
pp. 395-396
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Young Child ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Education ◽  
Childhood Education ◽  
The Mind

Teaching young children is an exciting experience! What the young child lacks in sophistication of response is more than compensated by his enthusiasm and his evident delight in learning. The mind of a young child is a fertile field for implanting the seeds of elegant mathematics. Sometimes neglected, never fully exploited, the possibilities for the mathematical education of our primary-grade and preschool children are endless. This issue of The Arithmetic Teacher features articles dealing with early childhood education.

Parents' Perceptions of the Overall Impact of Stuttering on Young Children

2021 ◽  
pp. 1-13
Author(s):  
Linn Stokke Guttormsen ◽  
J. Scott Yaruss ◽  
Kari-Anne Bottegård Næss
Keyword(s):  
Young Children ◽  
Adverse Impact ◽  
School Age Children ◽  
School Age ◽  
Point Scale ◽  
Cognitive Reactions ◽  
Communication Difficulties ◽  
The Impact ◽  
Insight Into

Introduction Research has revealed the presence of emotional, behavioral, and cognitive reactions in young children who stutter; however, prior studies have not examined the overall impact of stuttering on young children's lives. Such information is necessary for improving understanding of how stuttering affects young children and for ensuring appropriate early intervention. Method This study employed an adaptation of the Overall Assessment of the Speaker's Experience of Stuttering for School-Age Children that was designed to ask parents about their perceptions of the impact of stuttering on their young children. Thirty-eight parents of young children who stutter (2–5 years of age) provided their perceptions of the impact of stuttering on their children. Parents rated how certain they were in their judgments using a 5-point scale to provide an indication of their confidence in proxy ratings of impact. Results Results indicated that, on average, parents perceived that stuttering affected their children negatively. Qualitatively, parents provided descriptions of the impact of stuttering on their children's quality of life, communication difficulties across people and situations, and reactions to stuttering; they also commented on their own feelings and strategies for handling impact. On average, parents perceived themselves to be certain in rating the impact of stuttering on their children. Conclusions Results indicated that parents identified adverse impact in their children's lives. Even though parents considered themselves to be certain in their impact ratings, clinicians and researchers should also assess the perspective of the children if appropriate. This is because present findings reveal that parents may not have insight into all aspects of impact, in particular, cognitive reactions to stuttering. Still, parents' perceptions of impact are important for clinicians to consider when giving recommendations for therapy, as they can provide important insight into the family's needs.

Pedagogical Theories and Research

2010 ◽  
pp. 1-14
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Visual Information ◽  
Direct Application ◽  
Digital Imagery ◽  
Electronic Learning ◽  
Learning Contexts ◽  
Cognitive Theories ◽  
Apply Theory ◽  
E Learning ◽  
The Creation ◽  
The Mind

Some pedagogical theories and research have direct application to the use of digital imagery in electronic learning (e-learning). Applied perceptional research forms a foundational understanding of how humans see through their eyes. Cognitive theories address how the mind handles visual information. Pedagogical theories provide understandings of how individuals process information and learn effectively. These concepts lead to applied uses of digital imagery in e-learning contexts. These principles and practices will be introduced, analyzed, and evaluated in the context of the creation and use of digital imageries in e-learning. Then, strategies for how to apply theory to the selection, creation, and deployment of digital imagery in e-learning will be proposed.

Useful Suggestion for Detection of Hernia

PEDIATRICS ◽  
1963 ◽  
Vol 31 (2) ◽  
pp. 343-343
Author(s):  
CHARLES B. TERHUNE
Keyword(s):  
Young Children ◽  
Blow Up ◽  
School Age ◽  
Age Group ◽  
Small Minority ◽  
The Past ◽  
Inguinal Hernias ◽  
The Face

It might be of interest to other practitioners of pediatrics to learn of a technique that I have found most helpful in detecting hernias in young children. It has been my practice to keep a supply of small rubber balloons in my office and to routinely, in the course of pediatric examination, ask the youngster to see if he can blow up the balloon. It seems that even the youngest toddlers are willing and able to attempt to blow up the balloon, with the exception of a very small minority who would probably be uncooperative in the face of any request. By employing this technique over the past several years, it has been possible for me to detect several inguinal hernias and one femeral hernia which had not been noted previously by the parent, in youngsters of pre-school age group.

Pain and nurses' emotion work in a paediatric clinic: Treatment procedures and nurse-child alignments

2014 ◽  
Vol 10 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Camilla Rindstedt
Keyword(s):  
Young Children ◽  
Paediatric Oncology ◽  
Emotion Work ◽  
School Age Children ◽  
School Age ◽  
Child Participation ◽  
Video Ethnography ◽  
Child Interaction ◽  
Treatment Procedures ◽  
Cancer In Children

In the treatment of cancer in children, treatment procedures have been reported to be one of the most feared elements, as more painful than the illness as such. This study draws on a video ethnography of routine needle procedure events, as part of fieldwork at a paediatric oncology clinic documenting everyday treatment negotiations between nurses and young children. On the basis of detailed transcriptions of verbal and nonverbal staff–child interaction, the analyses focus on ways in which pain and anxiety can be seen as phenomena that are partly contingent on nurses’ emotion work. The school-age children did not display fear. In the preschool group, though, pain and fear seemed to be phenomena that were greatly reduced through nurses’ emotion work. This study focuses on three preschoolers facing potentially painful treatment, showing how the nurses engaged in massive emotion work with the children, through online commentaries, interactive formats (delegation of tasks, consent sequences, collaborative ‘we’-formats), as well as solidarity-oriented moves (such as praise and endearment terms). Even a young toddler would handle the distress of needle procedures, when interacting with an inventive nurse who mobilized child participation through skilful emotion work.

Learning contexts for young children in Chile: process quality assessment in preschool centres

2005 ◽  
Vol 13 (1) ◽  
pp. 13-27 ◽  
Author(s):  
María Olivia Herrera ◽  
María Elena Mathiesen ◽  
José Manuel Merino ◽  
Isidora Recart
Keyword(s):  
Young Children ◽  
Quality Assessment ◽  
Process Quality ◽  
Learning Contexts

scholarly journals A Gendered Pandemic: Childcare, Homeschooling, and Parents’ Employment During COVID-19

2020 ◽  
Author(s):  
Richard Petts ◽  
Daniel L. Carlson ◽  
Joanna R. Pepin
Keyword(s):  
Gender Differences ◽  
Young Children ◽  
Father Involvement ◽  
Empirical Support ◽  
Employment Outcomes ◽  
School Age Children ◽  
Full Time ◽  
School Age ◽  
Data Limitations ◽  
Increased Risk

The COVID-19 pandemic has dramatically affected employment, particularly for mothers. Many believe that the loss of childcare and homeschooling requirements are key contributors to this trend, but previous work has been unable to test these hypotheses due to data limitations. This study uses novel data from 989 partnered, US parents to empirically examine whether the loss of childcare and new homeschooling demands are associated with employment outcomes early in the pandemic. We also consider whether the division of childcare prior to the pandemic is associated with parents’ employment. For parents with young children, the loss of full-time childcare was associated with an increased risk of unemployment for mothers but not fathers. Yet, father involvement in childcare substantially buffered against negative employment outcomes for mothers of young children. For parents with school-age children, participation in homeschooling was associated with adverse employment outcomes for mothers but not fathers. Overall, this study provides empirical support for the current discourse on gender differences in employment during the pandemic and also highlights the role fathers can play in buffering against reduced labor force participation among mothers.

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