Planning and Practice of Children's Learning Environment: A Case Study of Preschool Expert Teacher

2021 ◽  
Author(s):  
Ting-Hua Lin
Keyword(s):  
Learning Environment ◽  
Expert Teacher ◽  
Children’S Learning ◽  
Children's Learning

CoboChild: a blended mobile game-based learning service for children in museum contexts

2018 ◽  
Vol 52 (3) ◽  
pp. 294-312 ◽  
Author(s):  
Tien-Yu Hsu ◽  
HsinYi Liang ◽  
Chuang-Kai Chiou ◽  
Judy C.R. Tseng
Keyword(s):  
Learning Environment ◽  
Physical Space ◽  
Influential Factors ◽  
Game Based Learning ◽  
Museum Learning ◽  
Content Type ◽  
Mobile Game ◽  
Children’S Learning ◽  
Child Centered ◽  
Children's Learning

Purpose The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations. Design/methodology/approach CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning. Findings CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences. Practical implications CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011. Originality/value This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.

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.

scholarly journals A Wolf in Sheep’s Clothing: The Bulk Funding Debate

1999 ◽  
Author(s):  
Keith Sullivan
Keyword(s):  
High School ◽  
Government Policy ◽  
Board Of Trustees ◽  
Historical Overview ◽  
Children’S Learning ◽  
Children's Learning

This article examines the bulk funding debate and concludes, first, that it is the injection of extra money, rather than the mechanism of bulk funding itself, which has allowed some schools to enhance their offerings. Secondly, it argues that in having taken on the responsibilities of governorship (including becoming employers of their children’s teachers), parents have been diverted from the more important role of engagement with their children’s learning, in partnership with teachers. An historical overview of the vigorous debate over bulk funding is also provided, from its inception with Tomorrow’s Schools up until the present, in view of its promised demise under current government policy. The article also presents a case study of a series of events at Colenso High School, Napier, where teachers, with support from the community, caused the Board of Trustees to reverse their decision to opt into bulk funding (the Fully Funded Option).

scholarly journals Community Participation in Education: A Case Study in the Four Remote Primary Schools in Samlot District, Battambang Province, Cambodia

2021 ◽  
Author(s):  
◽  
Loeurt To
Keyword(s):  
Parental Involvement ◽  
Community Participation ◽  
Primary Schools ◽  
School Development ◽  
School Support ◽  
Education Development ◽  
Children’S Learning ◽  
Resource Contribution ◽  
Children's Learning

<p>This study was conducted to investigate the nature of community participation in education in a remote district in Cambodia. A case study approach was used to explore the issue and employed mixed research methods for data collection. Epstein‘s participation and Bray‘s degree of community participation were used as analytical frameworks. The study contributes to a wide body of literature in participation in education, but which is under-researched for rural Cambodia. The study focussed on the forms and processes of participation by parents, community members and education stakeholders in primary schools in remote areas.  The study discovered a range of social practices in community participation in education. The degrees of participation varied depending on the types of participation and the participants. Parents had direct participation in their children‘s learning at home, and indirect participation through resource contribution for school development. In addition, the community participated in education through their main representatives, the School Support Committees (SSCs). SSCs were found to possess power in the decision-making processes in school and education development.  The most common type of participation was collaborative resource contribution for school development. This practice reflected the traditional culture of participation of Cambodian society but there was also a sign of behavioural change to focus more on children‘s learning. Teachers and School Support Committees were the drivers in bringing community and parents to participate in education. They were the facilitators, communicators, network connectors and mobilizers for school and education development.  This case study suggests that a shift in focus (on the part of the government, non-governmental organizations and education stakeholders) to support parental involvement in children‘s learning, rather than the traditional resource mobilisation, may better promote children‘s learning. Further research on parental involvement in children‘s learning could be conducted.</p>

The Force of Gardening: Investigating Children's Learning in a Food Garden

2015 ◽  
Vol 31 (1) ◽  
pp. 60-73 ◽  
Author(s):  
Monica Green ◽  
Iris Duhn
Keyword(s):  
Learning Environment ◽  
Primary Schools ◽  
Health Benefits ◽  
School Gardens ◽  
Great Capacity ◽  
Children’S Learning ◽  
Food Gardens ◽  
Children's Learning

AbstractSchool gardens are becoming increasingly recognised as important sites for learning and for bringing children into relationship with food. Despite the well-known educational and health benefits of gardening, children's interactions with the non-human entities and forces within garden surroundings are less understood and examined in the wider garden literature. Using a relational materialist approach (Hultman & Lenz Taguchi, 2010) that considers the material artefacts that constitute a learning environment, this article examines children's interactions with the animate and inanimate life forces through three specific garden photographs. The photos belong to data derived from a study that examined food, ecology and design pedagogies in three Australian primary schools. This paper argues that children's interactions with the non-human materialities of a garden are a vital dimension of gardening practice. The agential powers of gardens have great capacity to mobilise and inform children's inhabitation of food gardens.

scholarly journals ECO-CONNECTIVITY OF ARTS LEARNING FOR MENTALLY DISABLED CHILDREN AT SLB GEDANGAN SIDOARJO EAST JAVA

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ika Anggun Camelia
Keyword(s):  
Assessment Process ◽  
Disabled Children ◽  
Learning Models ◽  
Research Subjects ◽  
Mentally Disabled ◽  
Study Approach ◽  
Children’S Learning ◽  
Children’S Work ◽  
Children's Learning

This study aims to explore the concept of eco-connectivity that appears in online-based PJJ for mentally disabled children. Furthermore, the study conducted discourse on conventional learning models to understand the need for developing current learning models. Qualitative research with a case study approach was used in this study to examine the phenomenon of eco-connectivity of art learning for mentally disabled children at SLB Gedangan Sidoarjo, East Java. The research subjects were IB and AM, mentally disabled children C in SLB Gedangan Sidoarjo, East Java. This research was conducted from September 2020 to January 2021. The data obtained were analyzed from John Dewey about art education and its existence, Cathy Malchiodi about education for children with special needs, and learning connectivity from George Siemens. The results showed that learning the art of mentally disabled children online led to parental collaboration and environmental management to help the learning process. This refers to the concept of eco-connectivity, which utilizes the integration of the environment around mentally disabled children to support ongoing academic nuances. Furthermore, eco-connectivity maximizes teachers' role in adjusting circumstances by designing learning according to essential competencies and making tutorials that facilitate children's learning with the help of children's learning environments. Eco-connectivity can also be seen in the assessment process by reviewing children's work and interviews with parents. This provides a comprehensive assessment, which further strengthens teachers, parents, and the environment to support mentally disabled children's competence through art learning

scholarly journals PENINGKATAN MINAT BELAJAR ANAK YATIM PIATU DI PANTI ASUHAN FAJAR HARAPAN KOTA PEKANBARU

2018 ◽  
Vol 2 (2) ◽  
pp. 83-88
Author(s):  
Ardiya Ardiya ◽  
Pahmi Pahmi ◽  
Wandi Syahfutra ◽  
Prih Febtiningsih ◽  
Siti Niah ◽  
...  
Keyword(s):  
Learning Environment ◽  
Community Service ◽  
Improve Performance ◽  
Learning Achievement ◽  
Useful Knowledge ◽  
Children’S Learning ◽  
The Future ◽  
Service Activity ◽  
Learning Interest ◽  
Children's Learning

Community service carried out at the Fajar Harapan Orphanage in Pekanbaru City aims to provide counseling in increasing learning interest in the orphanage of the Fajar Harapan orphanage. The main problems faced are the low learning interest of children in orphanages, low interest in learning and a less conducive learning environment. The low interest in learning of children at the Fajar Harapan Orphanage has resulted in their performance decreasing in school and this is of course a problem for children and caregivers in this orphanage. To achieve the objectives of this community service activity, the lecture and discussion methods were used. In addition, an appropriate strategy is needed to foster children's learning interest in this orphanage, namely strategies to improve performance in schools, strategies to foster children's interest in learning and strategies to build a conducive learning environment. PPM activities that have been carried out take place smoothly in accordance with the expected plan. The participants of the activity responded positively and thanked the executor for providing useful knowledge to the participants, namely the strategy to foster interest in learning in order to improve learning achievement. Therefore they hope that this activity will not stop, but this activity will continue in the future.

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