Teaching and Practice

1992 ◽  
Vol 62 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Cynthia Ballenger
Keyword(s):  
Child Development ◽  
North American ◽  
Teacher Reflection ◽  
Theory And Practice ◽  
Cultural Assumptions ◽  
Daycare Center ◽  
Culturally Based ◽  
Teacher Researcher ◽  
American Teacher ◽  
Teachers And Parents

Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

JEREMY BENTHAM'S LIST OF DATA NEEDED TO UNDERSTAND THE GROWTH AND DEVELOPMENT OF CHILDREN (1797)

PEDIATRICS ◽  
1981 ◽  
Vol 68 (3) ◽  
pp. 447-447
Author(s):  
T. E. C.
Keyword(s):  
Child Development ◽  
Growth And Development ◽  
Theory And Practice ◽  
Jeremy Bentham ◽  
Data Set ◽  
Political Theorist ◽  
Medical Theory ◽  
Musical Sounds

Jeremy Bentham (1748-1832), English philosopher, jurist, political theorist, and founder of the doctrine of utilitarianism, was also influential in the field of medical theory and practice. Spector1 has called attention to the following data set down by Bentham more than a century and a half before the emergence of modern interest in child development. This list shows Bentham's prescience in conceptualizing the data that would need to be collected before one could properly understand the temporal steps in a child's development. 1. Advances independent of instruction: First indication of fear, smiling, recognizing persons Indication of a preference for a particular person Indication of a dislike for a particular person Attention to musical sounds Appearance of first tooth Appearance of each of the successive teeth; duration and degree of pain and illness in cutting teeth Giving toys or food to others Attempt to imitate sound laughter General progress in bodily or intellectual requirements whether uniform or by sudden degree 2. Advances dependent upon instruction: Standing, supported by one arm Standing, supporting itself by resting the hands Token of obedience to will of others Command of natural evacuation Walking, supporting itself by chairs Standing alone Walking alone Pointing out the seat of pain.

Making children’s ‘agency’ visible: Towards the localisation of a concept in theory and practice

2019 ◽  
Vol 9 (3) ◽  
pp. 200-211 ◽  
Author(s):  
Ruth Edmonds
Keyword(s):  
Social Development ◽  
Theory And Practice ◽  
Cultural Assumptions ◽  
Analytic Tool ◽  
Cultural Systems ◽  
Children’S Agency ◽  
Development Policies ◽  
Cultural Terms ◽  
New Directions ◽  
New Research

The concept of ‘agency’ is regularly put forward as an analytic tool to help understand, evaluate and act upon places around the world, through social development policies and programmes ostensibly designed to support or increase children’s agency. This article reflects on empirical research into children’s agency spanning a range of international contexts over two decades and offers new insights through critical engagement with a growing body of work on the ‘localisation’ of social development and humanitarian responses in international settings. It suggests that the largely normative ways in which the concept of agency is invoked as an analytic tool for understanding human experience universally effectively renders children’s agency invisible to us. This is because it is more a description of a particular discourse than something which actually helps us to understand and make visible children’s socio-culturally grounded ‘agentic practice’ from place to place. This article argues for new directions in research and practice to localise agency that are critical to the central commitments of interpretive social science. These new directions include (a) a new research agenda which can go beyond children’s ‘own perspectives’ to the discovery, description and analysis of agency in socio-cultural terms, to ensure it can function as an analytic tool for learning about socio-cultural phenomena which help animate local concepts of agency; and (b) the development of agency-related policies and programmes that are grounded in such locally situated concepts of agency developed through understanding local socio-cultural systems rather than externally derived socio-cultural assumptions about childhood and children’s agency.

CHILD DEVELOPMENT OPPORTUNITIES IN PRESCHOOL PEDAGOGICAL EDUCATIONAL PROCESS

2015 ◽  
pp. 33
Author(s):  
Anna Līduma
Keyword(s):  
Child Development ◽  
Preschool Education ◽  
Further Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Health Staff ◽  
Educational Work ◽  
Education Development ◽  
Insight Into

The article analyzes the preschool educational work. The preschool education dynamics in 5 – 7 olds‟ compulsory preparation opportunities for school in preschool institutions and schools are compared. The opportunities of the holistic child development facilitation at the preschool educational institutions and in the preschool classes at the interests education institutions are characterized. An insight into development of the preschool education content is provided. Responsibility for the child readiness for school by teachers, parents and medical health staff is focused on. An insight into the preschool pedagogical process at x primary school is provided. The necessity for balance in theory and practice is pointed out for the accomplishment of mobile work at teachers‟ further education development at preschool. Conclusion is drawn that the adult support is significant in promotion of the child development

scholarly journals STUDENTS’ FOOD SERVICE SET UP IN SCHOOL CANTEENS: THEORY AND PRACTICE BASICS

2021 ◽  
Vol 71 (2) ◽  
Author(s):  
Nila Piatnytska ◽  
Oleg Parubec ◽  
Oleg Hryhorenko
Keyword(s):  
Service Quality ◽  
Customer Service ◽  
Service Providers ◽  
Age Groups ◽  
Food Service ◽  
Service Level ◽  
Theory And Practice ◽  
Self Service ◽  
Teachers And Parents

The article describes the analysis of transformation of food services at secondary school establishments in Kyiv. The main goal was to provide children with sufficient qualitative and safe food. Factors that contribute to the solution of this issue were identified. It was proved that the food service is an important part of this task. The current state of food service at school canteens and cafeteria was assessed. The following different method and ways of service were investigated: multi-profile nutrition, self-service with different payment methods for food, service by cooks and waters. The benefits, possible short-comings and difficulties of use of different methods were defined. Correctness of the use of these methods for the students of different age groups was scientifically proved. The measures which negatively impact the service level were also identified based on scientific research. The responsibilities of parents and other executive persons as moderators of food service process at school canteens were defined. The value of appropriate material and technical base which complies with building codes and rules as well as sanitary, hygienic and environmental standards for the serving process was demonstrated. The importance of customer service quality control was shown. The necessity of a study of customer demand with the help of surveys among students, teachers and parents was demonstrated as well as with the help of automatic system which will help to work out the number of methods for improving student service quality. A number of limitation factors which are introduced in connection with the spread of coronavirus infection were characterized and the assessment of these limitation factors on the quality of customer service was shown. The recommendations about using different limit methods were given. The necessity of new tender requirements to the food service providers in secondary schools were pointed out, which is supposed to improve their responsibility for the quality of service provided. The legitimacy of the use of various terms in the field of service was theoretically substantiated. The scientifically substantiated classification of methods and forms of service of students was carried out. The areas of work to bring the quality of food organization to the requirements and preferences of students were identified.

scholarly journals NDI COMUNIDADE: AMPLIANDO A RELAÇÃO TEORIA E PRÁTICA NA FORMAÇÃO INICIAL E CONTINUADA DE ACADÊMICOS E PROFISSIONAIS DA EDUCAÇÃO INFANTIL

2019 ◽  
Vol 16 (4) ◽  
pp. 61-74
Author(s):  
Carolina S. Spinelli ◽  
Juliana Euzébio ◽  
Juliete Schneider
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Continuing Education ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Teaching And Research ◽  
Childhood Education ◽  
Educational Sciences ◽  
Education Of Students

The NDI Community Extension project aims to promote the initial and continuing education of teachers and professionals in the area of early childhood education. Since 1994, the Center for Child Development (NDI) linked to the Center for Educational Sciences (CED) of the Federal University of Santa Catarina(UFSC), operates through the NDI Community Extension project in the initial and continuing education of students, teachers and area managersfromKindergarten and other areas. This project is linked to teaching and research because it establishes dialogue with the pedagogical practices of NDI and the research carried out by its teachers. Throughout its existence, the Extension Project welcomed the community of teachers and sought to ensure a space for articulation between theory and practice in its formation. This article analyzes the questionnaires sent after the technical visits and thematic training, in order to understand what was formative in the experience of these professionals.

scholarly journals Quality Improvement Of Early Childhood Education Through The Utilization Of Multimedia

2018 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
I Ketut Sudarsana
Keyword(s):  
Early Childhood ◽  
Quality Improvement ◽  
Early Childhood Education ◽  
Child Development ◽  
Literature Study ◽  
Childhood Education ◽  
Teachers And Parents ◽  
Early Childhood Learning

<p>This paper aimed to describe the improvement of the quality of early childhood learning by utilizing various multimedia. The method used was a literature study by exploring various thoughts in various sources that have focused on conducting studies on early childhood education and various multimedia developed. Improving the quality of early childhood learning is very important to be performed in an effort to educate children as early as possible, so that children grow and develop as intelligent individuals, both intellectually, emotionally and spiritually. Teachers and parents need to understand and use various multimedia and guide children so that various aspects of development such as phases and tasks of child development can take place optimally.</p>

scholarly journals Children’s development, capability approaches and postdevelopmental child: The birth to four curriculum in South Africa

2019 ◽  
Vol 9 (1) ◽  
pp. 56-71 ◽  
Author(s):  
Karin Murris
Keyword(s):  
Child Development ◽  
South African ◽  
National Curriculum ◽  
Children's Rights ◽  
Theory And Practice ◽  
Early Years ◽  
Children’S Rights ◽  
Curriculum Framework ◽  
Fourth Theme ◽  
Development Capability

This article explores how three well-known conceptual frameworks view child development and how they assume particular figurations of the child in the context of the South African National Curriculum Framework for Children from Birth to Four. This new curriculum is based on a children’s rights framework. The capability approaches offer important insights for children’s rights advocates, but, like psychosocial theories of child development, assumes a ‘becoming-adult view of child’, which poses a serious threat to children’s right to genuine participation. They also share the exclusive focus on understanding development as located ontologically in the individualised human. In contrast, critical posthumanism queers humanist understandings of child development and reconfigures subjectivity through a radical philosophical decentring of the human. The relevance of this shift for postdevelopmental child in the context of the new South African early years curriculum is threaded throughout the article. A posthuman reconfiguration of child subjectivity moves theory and practice from a focus on assessing the capabilities of individual children in sociocultural contexts to the tracing of material and discursive entanglements that render children capable. This onto-epistemic shift leads to the conclusion that the National Curriculum Framework for Children from Birth to Four requires a fourth theme (with guiding principles), which would express a multispecies relationality and an ethics of care for the human as well as the nonhuman.

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