scholarly journals Posthuman literacies: Young children moving in time, place and more-than-human worlds

2017 ◽  
Vol 17 (3) ◽  
pp. 374-391 ◽  
Author(s):  
Abigail Hackett ◽  
Margaret Somerville
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Emergent Literacy ◽  
Literacy Practices ◽  
Human Perception ◽  
The Body ◽  
Communicative Practice ◽  
Starting Point ◽  
The Moment ◽  
The Uk

This paper examines the potential of posthumanism to enable a reconceptualisation of young children’s literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children’s linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies: in the first study, two-year-old children in the UK banged on drums and marched in a museum. In the second study, two young children in Australia chose sites for their own research and produced a range of emergent literacies from vocalisation and ongoing stories to installations. We present examples of ways in which speaking, gesturing and sounding, as emergent literacy practices, were not so much about transmitting information or intentionally designed signs, but about embodied and sensory experiences in which communication about and in place occurred through the body being and moving in place. This paper contributes to the field of posthuman early childhood literacies by foregrounding movement within in-the-moment becoming. Movement and sound exist beyond the parameters of human perception, within a flat ontology in which humans are decentred and everything exists on the same plane, in constant motion. Starting from movement in order to conceptualise literacy offers, therefore, an expanded field of inquiry into early childhood literacy. In the multimodal literacy practices analysed in this paper, meaning and world emerge simultaneously, offering new forms of literacy and representation and suggesting possibilities for defining or conceptualising literacy in ways that resist anthropocentric or logocentric framings.

Assistive Technology Toolkit to Increase Access to Early Learning Environments for Young Children With Disabilities

2009 ◽  
Vol 18 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Kathleen C. Sadao ◽  
Jennifer Brown ◽  
Debbie Grant
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Assistive Technology ◽  
Emergent Literacy ◽  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Planning Process ◽  
Literacy Skills ◽  
High Tech ◽  
Young Children With Disabilities

Abstract The development of assistive technology (AT) and augmentative and alternative communication (AAC) interventions for young children with disabilities is rapidly expanding with a range of no-tech, low-tech, and high-tech approaches to provide access to adapted and augmented tools for participation in inclusive early childhood settings. Discrepancies exist in the legal requirements to consider AT and AAC for all children in the IFSP/IEP planning process. Researchers in the applications of AT and AAC with young children identify the importance of activity-based approaches that infuse AT methods and AAC systems within natural routines for young children. This article focuses on the development of an AT Toolkit Guide for early intervention and early childhood providers. The development of the AT Toolkit concept, content, and applications is based on research-based methods and tools with demonstrated effectiveness to promote language development, emergent literacy skills, play, mobility, and interaction with the environment for young children with disabilities. Suggested items, sources, applications and development guidelines for the SWEET AT Toolkit are provided.

A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia

2014 ◽  
pp. 1180-1190
Author(s):  
Ramonia R. Rochester
Keyword(s):  
Emergent Literacy ◽  
Sex Education ◽  
Literacy Practices ◽  
Single Gender ◽  
Single Sex ◽  
Gender Education ◽  
Single Gender Education ◽  
Single Sex Education ◽  
And Mathematics ◽  
The Uk

Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.

scholarly journals PO-124 The effect of physical education on children's learning and memory ability

2018 ◽  
Vol 1 (4) ◽  
Author(s):  
Jian Zhou ◽  
Weidong Sun
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Young Children ◽  
Learning And Memory ◽  
Critical Period ◽  
Physical Activities ◽  
The Body ◽  
Memory Ability ◽  
Children’S Learning ◽  
The Brain

Objective Learning and memory ability is one of the symbols of higher animals. Compared with other functional markers, learning and memory ability is the most unique. Early childhood is a critical period of learning and memory in a person's life. As a child's initial stage of brain development, environmental factors in early childhood play a key role in the development of the brain. If this critical period is missed, the flexibility required for learning and memory ability will be lost. By consulting the literature, there are few studies on sports related to learning and memory in China, and the results of research on whether physical exercise can improve memory ability at home and abroad are inconsistent. This study is devoted to the analysis of the current research on the ability of sports to learn and remember, and lays the foundation for the study of the impact of physical activity on the learning and memory of young children. Methods This study used literature data method, logic analysis method, and inductive method to conduct statistics and analysis on the learning and memory ability of children in sports. The literature shows that children's participation in physical activity is mainly sports games, basic gymnastics and sports dance. This study studies the effects of different physical activities on children's learning and memory ability from three aspects. Results 1. The influence of sports games on children's memory ability is mainly reflected by the memory of the game process. Studies have shown that children's observation ability and memory ability are more affected by sports games, and children have significant improvement in learning and memory ability. Through training, children's ability to use memory strategies can be effectively improved. 2. The basic gymnastics movements are simple, but there are many types of movements. In the process of learning children, it is necessary to connect scattered gymnastics movements to activate the learning and memory cells of the brain. In the learning process of basic gymnastics, accompanied by the rhythm of music, the movements are varied, and the children need attention. In addition, the children are more sensitive to the movements, and are good at imitating movements. The rhythm of the temperament is strong, the interest of the children is increased, and the movements are remembered easily, memory function is activated. 3. The children's brain remembers the characteristics of the dance movements, and the body begins to display and achieve a state of physical and mental pleasure. When performing sports dance programs, the four-limb movement drives the brain movement, which stimulates the brain, enhances learning motivation, improves learning and memory ability, and promotes the intelligence development of children. Conclusions During exercise, the brain can excite the motor central nervous system to the muscles, and the working condition of the muscles can also be transmitted to the brain through the motor nerves. The brain nerve center in charge of language, memory, thinking, etc. Which is excited in the nerve center of the brain in charge of exercise. When diffused, it will be protectively inhibited, so that these nerves will be relaxed. The interaction between nerves and muscles will enable the body to form a protective mechanism and form a memory effect, so that children can reduce the intensity of physical activity and reduce injuries. The results show that physical activity enhances learning and memory. The rich form of children's sports has increased the interest of young children in participating in physical activities. Not only does it improve the flexibility and sensitivity of young children through participation in sports activities, but also enhances children's

scholarly journals How to Address Politics of the Body in Participatory Performance? On the Possibilities of Sensory Fields and Collective Body Techniques as Analytical Tools

2015 ◽  
Vol 27 (2) ◽  
pp. 36 ◽  
Author(s):  
Joonas Lahtinen
Keyword(s):  
Critical Analysis ◽  
Human Perception ◽  
Analytical Framework ◽  
The Body ◽  
Performance Practices ◽  
Starting Point ◽  
Body Techniques ◽  
Politics Of The Body ◽  
Analytical Tools ◽  
Participatory Performance

This article discusses the importance of and challenges in analyzing and contex- tualizing the ways of bodily participation in participatory performance practices. The writer suggests that the crucial ideological assumptions, as well as the processes of exclusion and inclusion of any participatory project, are not to be seen solely in their “goals” or “themes”, but, even more distinctly, in the modes of bodily participation that they employ. The writer presents a novel performance analytical framework that takes the bodily dimension – what is actually done to and expected from the bodies of the participants during the performance event – as the starting point for critical analysis. Drawing especially from Jacques Rancière’s and Marcel Mauss’s views of human perception and experience, the main concepts of this framework are ‘sensory fields’ and ‘collective body tech- niques’. The writer also shows how these concepts have informed his research on Lois Weaver’s performance What Tammy Needs to Know About Getting Old and Having Sex (2008).

Recognizing, Embracing, and Advocating for Diversity to Develop Young Children's Social-Emotional Skills

2021 ◽  
pp. 134-153
Author(s):  
A. Dean Franks ◽  
Audra I. Classen ◽  
Tracey S. Hodges
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Learning Environment ◽  
Perspective Taking ◽  
Literacy Practices ◽  
Learning Experience ◽  
Classroom Environments ◽  
Social Emotional ◽  
Emotional Skills ◽  
Positive Learning Environment

In this chapter, the authors discuss how early childhood educators (ECE) can use the Recognizing, Embracing, and Advocating for Diversity (READ) framework to teach young children about diversity. Designing inclusive classrooms provides ECEs with opportunities to create an engaging and positive learning environment. This multi-layered framework, positioned by literacy practices and informed by anti-bias education and the UDL lens, promotes perspective-taking and focuses on ensuring all children have an equitable learning experience and opportunities to fully participate in all aspects of their education. By establishing the READ guidelines, the authors hope to encourage understanding of how ECEs can create classroom environments and activities that teach young children about diversity while providing them with opportunities to practice recognizing, embracing, and advocating for diversity as they grow and learn.

Treatment of dental caries in the preschool child

2018 ◽  
Author(s):  
S.A. Fayle ◽  
P. Kandiah
Keyword(s):  
Early Childhood ◽  
Dental Caries ◽  
Young Children ◽  
Preschool Child ◽  
Early Childhood Caries ◽  
Primary Molars ◽  
Frequent Consumption ◽  
The Uk ◽  
Rampant Caries ◽  
Childhood Caries

Dental caries is still one of the most prevalent pathological conditions in the child population of most Western countries. A UK study of children aged from 1.5 to 4.5 years demonstrated that 17% have decay, and a more recent survey of 3-year-old children in England found 12% to have decay with up to a third of 3-year-olds affected in the worst areas of the country (Public Health England 2014). Although the most recent surveys show a slow decline in decay levels, on average 25% of five-year-old children have decay, peaking at over 50% in the worst affected parts of England. Dental caries is associated with significant morbidity in children, and the treatment of dental caries (and its sequelae) is currently the most common reason for administration of general anaesthesia (GA) to children in the UK. Successfully managing decay in very young children presents the dentist with a number of significant challenges. This chapter will outline approaches to the management of the preschool child with dental caries. Early childhood caries (ECC) is a term used to describe dental caries presenting in the primary dentition of young children. Terms such as ‘nursing bottle mouth’, ‘bottle mouth caries’, or ‘nursing caries’ are used to describe a particular pattern of dental caries in which the upper primary incisors and upper first primary molars are usually most severely affected. The lower first primary molars are also often carious, but the lower incisors are usually spared—being either entirely caries free or only mildly affected. Some children present with extensive caries that does not follow the ‘nursing caries’ pattern. Such children often have multiple carious teeth and may be slightly older (3 or 4 years of age) at initial presentation. This presentation is sometimes called ‘rampant caries’. However, there is no clear distinction between rampant caries and nursing caries, and the term ‘early childhood caries’ is widely recognized as a suitable all-encompassing term. In many cases, ECC is related to the frequent consumption of a drink containing sugars from a bottle or ‘dinky’ type comforters (these have a small reservoir that can be filled with a drink).

scholarly journals The Curriculum of Early Childhood Education: Indonesia and United Kingdom

2020 ◽  
Vol 9 (1) ◽  
pp. 62
Author(s):  
Saddam Husein
Keyword(s):  
Early Childhood ◽  
United Kingdom ◽  
Early Childhood Education ◽  
Literacy Skills ◽  
The Body ◽  
Early Years ◽  
Childhood Education ◽  
Library Research ◽  
Curriculum Structure ◽  
The Uk

This paper aims to investigate the curriculum of early childhood education in Indonesia and the United Kingdom (UK) and how they pertain to each other. Library research was conducted to gather information intended. The findings confirm that the curriculum of early childhood education in Indonesia applies curriculum 2013 which consists of aspect development of curriculum structure, and the learning process with a scientific approach. While the UK applies the curriculum according to the statutory Early Years Foundation Stage (EYFS) framework which recognizes the importance of play and a balance of adult-led and child-initiated activities. Moreover, there is a basic difference between these two curriculum aspects, which Indonesia includes the religious and moral values to the body of the curriculum, while the UK does not. However, both Indonesia and UK are closely similar which promotes a balance between the development of academic and literacy skills, socio-emotional development, and creative and physical development.

scholarly journals Mobbing - et forsøk på nye teoretiske perspektiv

2015 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Dag Nome
Keyword(s):  
Early Childhood ◽  
Social Behavior ◽  
Social Learning ◽  
Young Children ◽  
Empirical Research ◽  
Social Life ◽  
The Body ◽  
Life World ◽  
The Social

<p>This article discusses the understanding of bullying and how it first appears as a phenomenon in early childhood. Empirical research on the social life of young children indicates a capacity for empathy that is independent of social learning. Based upon Merleau-Ponty`s philosophy of the body and Levinas’s existentialist notion of the origin of morality, the article emphasize empathy and the sense of responsibility as a fundamental event in our initial encounter with one another – not learned competence based on cognitive refl ections. <br />Anti-social behavior like bullying is therefore considered to be a narrowing of the initial openness for others entering our life-world, not a result of a natural urge to power and dominance.</p>

scholarly journals The unborn child: history, philosophy and religion

2017 ◽  
Vol 20 (34) ◽  
pp. 73-84
Author(s):  
Maria Casandra Lucan
Keyword(s):  
Human Life ◽  
Legal Protection ◽  
The Body ◽  
Unborn Child ◽  
Starting Point ◽  
Philosophy And Religion ◽  
Exact Determination ◽  
Exact Moment ◽  
The Moment

Abstract All throughout history the unborn, and implicitly its protection, have been subject for academics and practitioners of various areas. The problem of the origin of the soul and the exact determination of the moment when it is united with the body was crucial in enabling us to define the exact moment when the human life begins, and, consequently, for providing proper protection for the unborn child. In this context visions of the Greek philosophers like Plato, Aristotle, Albertus Magnus and Thomas Aquinas, and of the Latin writer Tertullian, as well as Christian perspectives were analysed in order to identify the starting point of the human being to help determine the level of protection provided for the unborn in history. Finally, considering the fact that not even today has consensus been achieved concerning the beginning of human life, it was and still is difficult to provide proper legal protection for the unborn child, but in our opinion this is by far not impossible.

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