Socializing Early Skills for Remembering Through Parent–Child Conversations During and After Events

2018 ◽  
Author(s):  
Catherine A. Haden ◽  
Maria Marcus ◽  
Erin Jant
Keyword(s):  
Individual Differences ◽  
Autobiographical Memory ◽  
Children’S Learning ◽  
Personal Experiences ◽  
Different Types ◽  
Children's Memory ◽  
Past Experiences ◽  
Multiplicative Effects ◽  
Parent Child ◽  
Children's Learning

In this chapter, we provide an overview of how conversations children have with their parents about events—both as they unfold and after they have occurred—can affect children’s memory for personal experiences. We begin with a discussion of the ways parents reminisce with their children about past experiences and the implications of individual differences in reminiscing styles for children’s developing event and autobiographical memory skills. Then we turn to consider how parent–child conversations as events unfold can influence understanding, encoding, and subsequent remembering. We conclude by drawing attention to potential multiplicative effects of different types of event talk for children’s learning and remembering, and how parent–child conversations during and after events may support children’s deliberate memory skills.

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.

Modeling in Learning Two Volleyball Skills

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1131-1142 ◽  
Author(s):  
Eleni Zetou ◽  
George Tzetzis ◽  
Nikos Vernadakis ◽  
Efthimis Kioumourtzoglou
Keyword(s):  
Elementary School ◽  
Retention Test ◽  
Verbal Cues ◽  
Children’S Learning ◽  
Expert Model ◽  
Different Types ◽  
Practice Method ◽  
Children's Learning

The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. ( SD = .5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.

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 Pedagogical questions in parent-child conversations

2018 ◽  
Author(s):  
Yue Yu ◽  
Elizabeth Bonawitz ◽  
Patrick Shafto
Keyword(s):  
Family Environment ◽  
Core Component ◽  
Children’S Learning ◽  
Parent Child ◽  
Children's Learning

Questioning is a core component of formal pedagogy. Parents commonly question children, but do they use questions to teach? Here we define “pedagogical questions” as questions for which the questioner already knows the answer and intended to help the questionee learn. We investigate the frequency and distribution of pedagogical questions from parent-child conversations documented in the CHILDES database. By analyzing 2166 questions from 166 mother-child dyads and 64 father-child dyads, we find that pedagogical questions are commonplace during day-to-day parent-child conversations, and vary based on child’s age, family environment, and historical era. The results serve as a first step towards understanding the role of parent-child questions in facilitating children’s learning.

The Role of Individual Differences in Cognitive Skills in Children’s Learning Through Film

2010 ◽  
Vol 22 (3) ◽  
pp. 105-113 ◽  
Author(s):  
Eva Michel
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Skills ◽  
Cued Recall ◽  
Memory And Attention ◽  
Domain Specific ◽  
Children’S Learning ◽  
Attention Tasks ◽  
Children's Learning

This study examines the role of individual differences in cognitive skills in children’s learning through educational films. A total of 40 children, half of them aged 6, the other half 8, were shown a film about sugar production. After one week, the children took part in a memory test on the film’s content with free recall, cued recall, and recognition. In a second session, four working memory and attention tasks were administered. Results reveal that individual differences in domain-specific working memory skills account for substantial variance in the learning outcome, whereas children’s age was no significant predictor. Findings are discussed in terms of cognitive processes underlying learning through films.

scholarly journals Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities

2019 ◽  
Vol 11 (2) ◽  
pp. 108
Author(s):  
Karen Guo ◽  
Kiyomi Kuramochi
Keyword(s):  
Learning Experiences ◽  
Assemblage Theory ◽  
Teacher Interactions ◽  
Children’S Learning ◽  
Parent Child ◽  
Children's Learning ◽  
At Home

In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.

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
Sign in / Sign up

Export Citation Format

Share Document