Parents' Learning about Children's Learning

2001 ◽  
Author(s):  
Leslie Lewis
Keyword(s):  
Problem Solving ◽  
Educational Experiences ◽  
Home Life ◽  
Children’S Learning ◽  
Parents And Children ◽  
Clear Idea ◽  
Children's Interests ◽  
The Impact ◽  
Home And School ◽  
Children's Learning

Through their experiences in OC classrooms, parents become learners themselves and transform their way of thinking about how children learn and develop. The parents’ learning is an important resource for the children’s classroom learning, and it also extends the impact of the OC philosophy from classrooms to homes. Because parents and children share in learning at school, the philosophy and practices become part of many families’ home life. Before our family found the OC, I had been volunteering in my daughter’s kindergarten in her previous school—cutting, laminating, filing, and trying to stay out of the way. It didn’t take long to realize that the teacher (nice though she was) saw a clear distinction between home and school. She tolerated me, but neither of us had a clear idea how I could best help in the classroom. I wasn’t interacting with the children at all. Even when the teacher left the classroom for 15 or 20 minutes to deal with behavior problems, she didn’t ask me to take charge; the children were on their own. When a friend and I went to observe the OC, I was impressed that the co-opers and the teacher were focused and collaborative and supportive. Soon after this we joined the OC. I was motivated to help my daughter learn, like most parents in the OC, but I had a lot to learn myself about how I and other adults can help children learn. Initially, the only thing that made the OC more valuable to my family than the neighborhood school was the parental involvement—I could know what was going on in the classroom as well as being acquainted with the children and adults in my child’s life. As to other aspects of education at the OC, such as problem solving and building curriculum around children’s interests—I knew nothing about them and did not know what to expect. My children’s education has become one of the biggest educational experiences of my life. Some of my most important “lessons” were how children can solve problems and how adults can support this, how teaching can be integrated around children’s interests, and how adult flexibility supports children’s learning.

scholarly journals Dampak perceraian orang tua terhadap perkembangan psikososial dan prestasi belajar

2019 ◽  
Vol 6 (2) ◽  
pp. 155-163
Author(s):  
Harry Ferdinand Mone
Keyword(s):  
Psychosocial Development ◽  
Negative Impact ◽  
Negative Influence ◽  
Learning Achievement ◽  
Achievement Emotions ◽  
Children’S Learning ◽  
Parents And Children ◽  
Qualitative Descriptive ◽  
The Impact ◽  
Children's Learning

Tujuan yang dicapai pada penelitan ini mendeskripsikan: 1.) Dampak perceraian orang tua terhadap perkembangan psikososial anak; 2.) Dampak perceraian orang tua terhadap prestasi belajar anak; 3.) Langkah-langkah pemulihan perkembangan psikososial anak akibat perceraian orang tua; dan 4) langkah-langkah pemulihan prestasi belajar anak akibat perceraian orang tua. Penelitian ini berlokasi di kecamatan Oebobo, kota Kupang. Penelitian ini menggunakan pendekatan fenomenologi dengan menggunakan metode kualitatif deskriptif. Subjek dalam penelitian ini adalah pasangan yang bercerai dengan orang, keluarga, tetangga, anak, dan guru wali kelas, yang berjumlah 35 orang. Hasil penelitian yang diperoleh: 1.) Perceraian (cerai hidup) membawa dampak yang negatif terhadap perkembangan psikososial dan prestasi belajar anak; 2.) Emosi atau perasaan anak sangat mempengaruhi aktivitas belajar di sekolah maupun di rumah, baik perasaan sedih, gembira, aman, marah, cemas, takut dan lain sebagainya; 3.) Adanya komunikasi antara orang tua dan anak setelah bercerai memperkecil pengaruh negatif dari perceraian. Kasih sayang dari keluarga kedua belah pihak dan bantuan guru dalam mengasuh anak korban perceraian di rumah dan sekolah, membuat anak kuat dan tegar menghadapi masalah keluarganya; dan 4.) Langkah pemulihan prestasi belajar yakni bersifat mendidik, misalnya memberikan pujian, hadiah, dan lain sebagainya yang mengandung nilai edukatif. AbstractThe objectives achieved on this research describe: 1.) The impact of divorce of parents to the psychosocial development of children; 2.) The impact of divorce of parents on children's learning achievement; 3.) The measures of recovery of child psychosocial development due to divorce Parents; and 4.) The steps of recovering children's learning achievement due to parents ' divorce. Research data and located in Oebobo sub-district Kupang. This study uses phenomenological approaches using qualitative descriptive methods. The subject in this study was a couple who divorced people, a family, a neighbor, the child, and a homeroom teacher, whom It amounted to 35 people. Results of research obtained; Divorce (divorced) carries a negative impact on psychosocial development and child learning achievement. Emotions or feelings of children significantly affect the learning activities at school or home, whether feeling sad, joyful, safe, angry, anxious, afraid, and so on. The communication between parents and children after divorce minimized the negative influence of divorce. The affection of the family both sides and the help of teachers in caring for the child's divorce victims at home and school, making the child active and rigid facing his family problem. The steps of learning achievement are educational, such as giving praise, gifts, and others that contain an educative value.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

An Orientation to Principles-in-Action

2001 ◽  
Author(s):  
Leslee Bartlett ◽  
Carolyn Goodman Turkanis
Keyword(s):  
Classroom Environment ◽  
Classroom Teacher ◽  
Learning Activities ◽  
Learning Goals ◽  
Group Instruction ◽  
School Activities ◽  
Children’S Learning ◽  
Children's Interests ◽  
Principles Of Learning ◽  
Children's Learning

As mentioned at the beginning of this book, the key principle for learning as a school community is to build instruction on children’s interests in a collaborative way—learning activities are planned by children as well as adults, and adults learn from their own involvement as they foster children’s learning. Children are natural learners as long as they can be deeply involved in activities which they help to devise and for which they see a purpose—”minds-on” activities. At the OC, children participate in setting their learning goals and deciding how to use their time and resources, with the aid of the adults. Discussion, conversation, and enjoyment are a valued part of the learning process. The children learn not only the academic subjects but also how to make responsible choices for their own learning and how to solve problems ranging from mathematics and writing to interpersonal frictions at recess. The children learn to lead others (including adults) in school activities and to build on their own interests at the same time that they contribute to the learning of others in the classroom. Much of the day is planned flexibly, to build the curriculum around student contributions, staying open to the serendipitous “learning moments” that naturally emerge as interested people discuss ideas and issues and organize projects for children’s learning. Small groups of children work at an activity with a parent volunteer (a “co-oper”), the classroom teacher, or a child who has organized an activity for the others. Most children stay with the same teacher for two years in blended grade-level classes, creating a supportive classroom environment in which people of differing skills and interests contribute to each others’ learning and learn from teaching others. The children plan their day, choosing among some required activities and some optional ones. The whole class also meets several times each day for planning and for whole-group instruction connected with the learning activities. The principles of learning as a community are not easy even for seasoned teachers and co-oping parents to summarize, since they are generally enacted in everyday situations rather than spoken.

Interrelations and Correlates in Children's Learning and Problem Solving

1968 ◽  
Vol 33 (7) ◽  
pp. iii ◽  
Author(s):  
Harold W. Stevenson ◽  
Gordan A. Hale ◽  
Robert E. Klein ◽  
Leon K. Miller
Keyword(s):  
Problem Solving ◽  
Children’S Learning ◽  
Children's Learning

Pocket play: Playful persona as an approach to stress-reduction in an elementary school program

2019 ◽  
Vol 5 (2) ◽  
pp. 267-277
Author(s):  
Erinn Webb
Keyword(s):  
Elementary School ◽  
Stress Reduction ◽  
Therapeutic Interventions ◽  
School Program ◽  
Case Examples ◽  
Children’S Learning ◽  
School Based ◽  
Past Experiences ◽  
The Impact ◽  
Children's Learning

Past experiences of trauma can impede children’s learning and success. Playful interactions between skilled counsellors and students can help mitigate the impact of trauma. The author presents case examples of brief drama therapeutic interventions in a school-based program called ALIVE. The article covers the type of persona, qualities and skills cultivated by a counsellor in the ALIVE program, with comparison to medical clowns working in hospitals, pointing out the commonalities, differences and challenges involved.

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