scholarly journals The Children’s and the Teacher’s Participation in the Constitution of Playing in School

2020 ◽  
Vol 30 ◽  
Author(s):  
Cristiane Amorim Martins ◽  
Silvia Helena Vieira Cruz
Keyword(s):  
Child Development ◽  
Low Income ◽  
Critical Reflection ◽  
Nursery School ◽  
Structured Interview ◽  
Free Play ◽  
Low Income Children ◽  
And Training

Abstract Considering the relations between play and child development and the marginalization of play at school, evidenced in previous studies, this case study aimed to analyze children’s and teacher’s participation in the constitution of playing in a public nursery school in Fortaleza. The following procedures were adopted: observation of the class (composed of 24 low-income children) routine; semi-structured interview; elaboration and explanation of drawings; story to be completed; and symbolic game, with analysis both of this game and of play experienced at school along with the children. Analysis of the data collected allowed concluding that the sort of play valued by the teacher is that which is planned and conducted by her aiming at learning and training skills. Free play, valued by children, is seen by her as “a mess.” The absence of critical reflection on the adult-centered posture of society, plus to the scarcity of knowledge of the relations between play and child development, compromise the quality of the teacher’s work.

Longitudinal measurement of growth in definitional skill

1997 ◽  
Vol 24 (3) ◽  
pp. 603-625 ◽  
Author(s):  
BRENDA F. KURLAND ◽  
CATHERINE E. SNOW
Keyword(s):  
Low Income ◽  
Fourth Graders ◽  
Academic Culture ◽  
Individual Growth ◽  
Formal Schooling ◽  
Low Income Children ◽  
Longitudinal Measurement ◽  
Formal Definitions ◽  
Low Income Mothers

This study examines individual growth rates in definitional skill over a period of three to six years, for 68 low-income children. Children were asked to define words once a year at school, from kindergarten (youngest administration at 5;3) through fourth grade (oldest administration at 10;10). A plateau was observed between age nine and ten both for percent formal definitions (characterized by presence of a superordinate) and for the quality of formal definitions. The plateau was lower than the theoretical ceiling for these measures. However, the children appear to have attained ‘adult levels’ of definitional skill: forty-seven fourth-graders (aged 9;1 to 10;10) performed higher, on average, than their own mothers when giving definitions. These results support the notion that definitional skill is related to being part of an academic culture: low-income mothers, whose formal schooling is complete, generally do not give oral definitions to simple nouns as well as do their nine- to ten-year-old children.

REGENERATION OF A DECAYING URBAN INDUSTRIAL AREA DRIVEN BY ENDOGENOUS HOME INDUSTRIES: A CASE STUDY OF MARÉ FAVELA, RIO DE JANEIRO

2021 ◽  
Vol 16 (2) ◽  
pp. 237-248
Author(s):  
Shanshan Wu ◽  
Hao Li
Keyword(s):  
Urban Communities ◽  
Low Income ◽  
Rio De Janeiro ◽  
Industrial Area ◽  
Production Model ◽  
Home Production ◽  
Home Industries ◽  
The City

ABSTRACT Favelas are low-income urban communities in Brazil, and Maré in Rio de Janeiro has the largest cluster of favelas in the country. The prevailing view of a unique, regulated, and normative city conflicts with the reality of the continued expansion of the favelas, posing challenges for architects and urban planners in developing new strategies for integrating informal areas with the main city. This study focused on a decaying industrial area adjacent to the Maré favelas and explored a sustainable path for improving both the quality of the built environment and the quality of life of the residents. Effective infrastructure and socioeconomic links between the favelas and the city were proposed. The home production model that emerged from the favelas inspired the use of the abandoned industrial area as a home-industry incubator. The study proposed an urban regeneration strategy involving a bottom-up industry-space process evolving from home industries to group industries, and finally to larger community industries. This strategy can accelerate Maré’s development and integration with the city of Rio de Janeiro.

Where and when is support for vocabulary development occurring in preschool classrooms?

2018 ◽  
Vol 20 (2) ◽  
pp. 252-295 ◽  
Author(s):  
Julie Dwyer ◽  
Allen G Harbaugh
Keyword(s):  
Low Income ◽  
Preschool Teachers ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Free Play ◽  
Science Content ◽  
Activity Settings ◽  
Informal Activity ◽  
Low Income Children

This study investigates how eight public, centre-based preschool teachers working with low-income children are using different activity settings and content foci to support one aspect of academic language: vocabulary development. Findings indicate that, on average, when teachers engaged children in teacher-led, whole group activities, read-alouds, morning meetings and interactions that focused on science content, they provided a relatively dense vocabulary learning experience. However, there were stark differences between teachers in the amount of support they were providing in these activity settings and content foci – some teachers were frequently supporting vocabulary learning, whereas others were providing almost no support. In contrast, during informal activity settings, such as free play, transitions and mealtimes, there was very little variability across teachers – all teachers were providing very little support for vocabulary learning during these activity settings, despite the fact that these activities comprised more than half of observational time. Findings suggest that while some preschool teachers were using certain activity settings and content foci to support vocabulary learning, all teachers in this sample were missing many opportunities to provide support for vocabulary development. Recommendations for early childhood educators and professional development providers are discussed.

Total Sugar in Free Breakfasts Served in Virginia Elementary Schools

2019 ◽  
Vol 6 (5) ◽  
pp. 455-462 ◽  
Author(s):  
Neha J. Goel ◽  
Laura J. Caccavale ◽  
Suzanne E. Mazzeo ◽  
Hollie A. Raynor ◽  
Melanie K. Bean
Keyword(s):  
Elementary Schools ◽  
Low Income ◽  
Fruit Juice ◽  
Sugar Content ◽  
Total Sugar ◽  
Systematic Evaluation ◽  
Nutritional Content ◽  
School Breakfast Program ◽  
Low Income Children

Objective: School meals comprise a significant amount of children's overall dietary intake. The Healthy Hunger-Free Kids Act made substantial improvements to the nutritional quality of meals served within the School Breakfast Program (SBP); yet, there are limited guidelines regarding sugar. In this study, we carried out a systematic evaluation of the sugar content of breakfast items offered within the SBP in Virginia elementary schools with free meals. Methods: We obtained menus and nutritional information from 32 districts, and examined one week of breakfasts. We categorized entrées based on standard deviations (SD) from the grand mean total sugar available: higher-sugar (>+1 SD), average-sugar (within 1SD), or lower-sugar (>-1 SD). Total sugar (g), energy (kcal), and % energy from sugar were examined for entrées and milk. Results: Across districts, entrées varied in total sugar (0-39g; mean+SD = 10.4±4.5g) and energy (60-530kcal; mean+SD = 205±47.8kcal). Most (96.9%) offered 100% fruit juice; of those that specified, 50.0% offered sugar-sweetened milk. Highly processed foods were prevalent. Conclusion: Findings suggest that meals offered might contribute to excessive overall sugar availability for children. Continued enhancements to the SBP are needed to optimize the nutritional content of meals served to low-income children.

scholarly journals Performance Evaluation of LEED-certified Affordable Homes: Case Study of LEED-certified Habitat for Humanity

2019 ◽  
Vol 12 (1) ◽  
pp. 120
Author(s):  
Eunsil Lee
Keyword(s):  
Performance Evaluation ◽  
Environmental Quality ◽  
Low Income ◽  
Family Relationships ◽  
Well Being ◽  
Indoor Environmental Quality ◽  
Habitat For Humanity ◽  
Positive Effects

Despite the rapid growth in the number of LEED-certified homes, little data is currently available about the actual effects of LEED-certified affordable homes. The purpose of present study is to conduct a comprehensive performance evaluation for LEED-certified Habitat for Humanity residences in terms of (1) energy efficiency, (2) indoor environmental quality, (3) health impact, (4) residential satisfaction, (5) quality of life, and (6) environmental attitudes and behaviors. A case study was conducted with 15 households living in LEED-certified Habitat for Humanity homes in Kent County, Michigan using observation, in-depth interviews, and surveys. Findings revealed overall housing satisfaction was very high although some residents indicated lower satisfaction with their neighborhood. Most of case study homes had 30-50% lower electricity and natural gas bills. Most participants were satisfied with indoor environmental quality (IEQ) including thermal comfort, indoor air quality, amount daylight, quality of artificial lighting, and acoustical condition. Most participants agreed that since moving into their current homes they have experienced improved family relationships, better health conditions, more positive attitudes, and better performance of their children. The major findings of this case study support the positive effects of LEED-certified low-income homes on residents’ behavioral, social, and psychological aspects of well-being.

scholarly journals Effectiveness of Hospitality Programme Design in Developing Skills among the Graduates from Vocational Education and Training in Arusha Region, Tanzania

2021 ◽  
Vol 8 (11) ◽  
pp. 5785-5794
Author(s):  
Sharifa Mbagga ◽  
Prof. Joseph Malusu ◽  
Dr. Eugene Lyamtane
Keyword(s):  
Research Question ◽  
Structured Interview ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Programme Design ◽  
Training Institutions ◽  
Hotel Managers ◽  
Arusha Region ◽  
And Training

Tourism and hospitality sector in Tanzania contributes to 18 percent of the Gross Domestic Product (GDP) and about 10 percent employment rate in the country. However, industry professionals are complaining about the quality of human resource from training institutions. While some authors have addressed the quality of human resources in relation to graduates’ skills possession using the managers, trainers and the nature of services they render, the researcher could not find a study that has addressed the issue in relation to programme design from the trainers, heads of department and hotel managers. This study was set to answer the main research question: How is VET hospitality programme designed to contribute to skills development among the graduates in Arusha region? The study employed convergent design to assess VET hospitality programme design in developing skills among the graduates. Participants were obtained through simple random sampling of training institutions and purposive sampling of hotels belonging to HAT in Arusha region. Data were collected through semi structured interview with the hotel managers and heads of department, structured interview with the trainers and content analysis of programme document. Data were analyzed by transcription of data from the interviews. Programme activities were used to analyze the collected data and used for data interpretation. Interpretation and discussion of data analysis results were summarized and compared with the reviewed literature and theories. The findings for this study indicated that VET programme for Food and Beverages Service and Sales and Front Office Operations are well designed to enhance skills development among the graduates and if well implemented should lead to the acquisition of hospitality knowledge, skills, values and attitudes. English and communication skills, as a supporting course needs to be structured for implementers to understand designated learning outcomes, learning activities, teaching and training methods and assessment activities.

scholarly journals Contradictions of Transit-Oriented Development in Low-Income Neighborhoods: The Case Study of Rosengård in Malmö, Sweden

Urban Science ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 20 ◽  
Author(s):  
Laleh Derakhti ◽  
Guy Baeten
Keyword(s):  
Development Strategy ◽  
Affordable Housing ◽  
Low Income ◽  
Urban Poverty ◽  
Housing System ◽  
Transit Oriented Development ◽  
Significant Development ◽  
Shed Light

Transit-oriented development (TOD) has become a leading model of urban planning worldwide that promises to meet a broad range of local and regional objectives: improving mobility, expanding ridership, attracting investment, reducing urban poverty, improving quality of life, making affordable housing and fostering urban integration. At the same time, the implementation of TOD in many cities has raised concerns about gentrification, displacement, re-segregation, and more polarization. This article aims to shed light on these issues by bringing together previously disparate literature that mentions these contradictions and discusses policymakers’ hopes and critics’ concern for the implementation of a newly started TOD project in a universal housing system in Rosengård—a segregated, low-income neighborhood in Malmö, Sweden. Although policy advocates view the project as a significant development strategy for a more sustainable Malmö, there are also real concerns about gentrification and the potential displacement of low-income residents. Furthermore, the mixed-methods study showes how integration might be achieved, but concerns have arisen about the possible exclusion of the current low-income residents, which brings up issues of inequality, representation of poverty, and marginalization.

Brigdeheader Space for Dwell in Jakarta

2015 ◽  
Vol 747 ◽  
pp. 136-140
Author(s):  
Deni ◽  
Salwin
Keyword(s):  
Low Income ◽  
Low Cost ◽  
Practical Observation ◽  
Low Cost Housing ◽  
The Government ◽  
Almost All ◽  
The City ◽  
Collection Methods

Bridgeheader is one of the typology of low-income people in the city who assume that the house is only ‘a springboard’ for their life in the city. This group of people dwelt not far from the location of their place to work; occupying marginal spaces in the city and its environment tend to be slump. Almost all areas in the city of Jakarta have marginal spaces, therefore the government attempt to improve the quality of their houses, for example by providing low-cost housing. In fact the low-cost house which was provided by the government failed to be ‘consumed’ by the brigdeheaders at the time when the used value of the house has been turned into market value. The research aimed to determine such approaches of use value of the house that can be ‘consumed’ by the brigdeheader, but did not undermine the space in the city. Data collection methods using practical observation conducted with interviews. While the analysis using descriptive pragmatic method in four case study area in Jakarta. The findings indicate that the concept of house for this group is not determined only by the ‘low price tag’ but also ‘the way of use’ of the space contributed with the result that the house can be ‘consumed’ well.

Education

Getting By ◽  
2019 ◽  
pp. 429-520
Author(s):  
Helen Hershkoff ◽  
Stephen Loffredo
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Educational Opportunity ◽  
Educational Opportunities ◽  
Public Schooling ◽  
Equal Protection Clause ◽  
Low Income Children ◽  
Federal Constitution ◽  
Federal Loans

This chapter discusses state and federal laws that affect educational opportunity for poor and low-income children and adults. The federal Constitution does not guarantee a right to education. Instead, the provision of public schooling is a state responsibility, and the quality of public education varies considerably based on the wealth of the community in which a public school is located. The U.S. Supreme Court has held that the Equal Protection Clause does not require states to provide equal educational opportunities to students from low-wealth communities that on a par with those in schools with greater resources. The result is an educational system characterized by disparities and inequalities—rather than driving children forward, public schools in some disadvantaged neighborhoods serve as a conduit in a school-to-prison pipeline, with highly racialized impacts. The chapter discusses how the education of poor and low-income children is affected by residency requirements, truancy laws, punitive disciplinary policies, school fees, and the absence of state-funded programs for toddlers too young to attend kindergarten. Congress has enacted programs designed to supplement educational opportunities for students who are poor or from low-income households, and the chapter discusses some of them, starting with preschool through to vocational training opportunities and federal loans and grants to attend college. These programs, although important, are largely indifferent to the democratic benefits of racially integrated schools and do not go far enough in ensuring every child a free, quality education as a strong foundation for development and growth. The chapter also discusses how student debt has become a barrier to social mobility, and some of the protections available for students unable to pay their college loans.

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