Planning for a Guided Primary Social Curriculum: Early Stages, Featuring TAXIS

Social education for young children, with a moral component, can be achieved by means of a Guided Primary Social Curriculum. The earliest years give most opportunity for work of this kind, before official curricula become more prescriptive. This social curriculum involves starting from children's own experience but proceeding by means of interactive guidance. In an approach of this kind, teachers extend children's perceptions by leading them towards subjects as perspectives, through a sequence of themes of increasing complexity of understanding. An example is suggested: TAXIS. Subsequent age-groups, and implications for teachers are considered.

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“Books, physical spaces, rules, people”: A holistic analysis of young Chinese children’s perceptions of public libraries

Journal of Librarianship and Information Science ◽

10.1177/09610006211007197 ◽

2021 ◽

pp. 096100062110071

Author(s):

Pianran Wang ◽

Jianhua Xu ◽

Brian W. Sturm ◽

Qi Kang ◽

Yingying Wu

Keyword(s):

Young Children ◽

Public Libraries ◽

Library Services ◽

Children’S Perspectives ◽

Children's Perceptions ◽

Children’S Perceptions ◽

Classification Index ◽

Physical Spaces ◽

Chinese Public ◽

Theory Technique

Young children’s perceptions of library services are often ignored when providing library services to this group. In order to reveal young children’s perceptions, grounded theory technique was used to analyze the interview data from 92 young Chinese children. The authors first proposed an integrated model of young children’s perceptions of Chinese public libraries, including the elements of books, physical spaces, rules, and people. Subsequently, the model is compared to the adult experts’ perspectives, revealing that young children could perceive all the experts’ proposed services and functions. Besides, they could perceive rules in libraries. Furthermore, young children were able to convert the abstract library classification index system to perceptible clues. The findings could be used to improve library services to accurately conform to young children’s perspectives.

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Adult Notions of Adults' and Children's Perceptions of Consumer Product Risk

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129503900506 ◽

1995 ◽

Vol 39 (5) ◽

pp. 321-325 ◽

Cited By ~ 1

Author(s):

Amy J. Hammond

Keyword(s):

Young Children ◽

Consumer Product ◽

Children's Perceptions ◽

Perceptions Of Risk ◽

Children’S Perceptions ◽

Product Risk

An experiment was performed to examine adults' perceptions of other adults' and children's perceptions of risk. The differences in how adults assess risk to themselves, to other adults, and to children based on their own perceptions and on the perceptions they believe the “others” will hold for themselves were explored. Results found that adult subjects do judge risk as greater for others than for themselves, particularly for young children. A “superiority bias” was found, such that products were assessed to be more risky for others than others would assess for themselves. Implications of a discrepancy between the perceptions adults assign to children and the perceptions of children themselves is discussed.

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Hi, Robot

Reading Minds ◽

10.1093/oso/9780190878672.003.0012 ◽

2020 ◽

pp. 123-138

Author(s):

Henry M. Wellman

Keyword(s):

Young Children ◽

Social Development ◽

Research Program ◽

Complex Relationship ◽

Future Studies ◽

Children's Perceptions ◽

Children’S Perceptions ◽

Children’S Learning ◽

Wide Range ◽

Children's Learning

This chapter focuses on children’s perception of and interaction with robots. In this way, it follows from Chapter 8 and its focus on understanding of extraordinary minds. Every year, robots become a larger part of adults’ and children’s lives. They are designed to play games, answer questions, read stories, and even watch children unsupervised. Current research suggests that robots might be effective in these roles for young children but less so with older ones. Because robots play an expanding role in children’s lives, we need an expanding research program to understand child–robot interactions for children in a wide range of ages. The chapter overviews emerging research beginning to study this. It also outlines future studies needed to examine children’s learning from robots, along with the complex relationship between children’s perceptions of robots, experiences with robots, how they treat them, and how those interactions impact children’s social development and their interactions with others.

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Researching with Children: Lessons in Humility, Reciprocity, and Community

Australasian Journal of Early Childhood ◽

10.1177/183693910302800105 ◽

2003 ◽

Vol 28 (1) ◽

pp. 18-23 ◽

Cited By ~ 13

Author(s):

Jennifer Sumsion

Keyword(s):

Young Children ◽

The Other ◽

Preschool Teacher ◽

Qualitative Researcher ◽

Children's Perceptions ◽

Children’S Perceptions ◽

Research With Children ◽

Researching With Children ◽

Meaningful Data

I had assumed that my experience as a qualitative researcher accustomed to interviewing adults, and formerly as a teacher of young children, would be an adequate enough basis for undertaking research with children. My first inklings that investigating children's perceptions of their (male) preschool teacher would be far from straightforward surfaced when Bill* (the children's teacher) introduced me to them. He explained to the children that I would be sitting at the drawing and writing table and that I would like them to draw a picture of him, and to tell me about it. ‘Perhaps you could draw a picture of me in a pink dress,’ he joked. I settled myself at the table and waited. The few children who approached the table that first morning were more interested in colouring Christmas decorations, the other activity available at the table that day, than in drawing a picture of Bill. ‘Bring some novelty pencils tomorrow’, advised Bill, ‘You need something to attract their interest’. More children approached the table the following day, keen to use pencils topped with the plastic dinosaurs I'd hastily bought at the local toyshop the previous afternoon. It was clear, though, that the pencils were the drawcard, not the opportunity to draw and talk about Bill. On my third day in the centre, I strategically ‘reserved’ the dinosaur pencils for children who agreed to draw a picture of Bill. He assisted by removing the colouring activity and channelling children toward me. Their ‘resistance’ was impressive. Sometimes subtle, more often overt, it took the form of rushed, scribbled drawings, multiple versions of Bill in a pink dress, ‘silly’ talk and ‘rough house’ play, almost identical comments, or no comments at all. Deflated and dejected, I retreated from the centre at the end of the week with little meaningful data, my stance as researcher severely challenged and disrupted.

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Blind Children's Perceptions of Normal, Withdrawn, and Antisocial Behavior

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x8107500606 ◽

1981 ◽

Vol 75 (6) ◽

pp. 252-257 ◽

Cited By ~ 3

Author(s):

Michael H. Czerwinski ◽

Pearl E. Tait

Keyword(s):

Public Schools ◽

New Jersey ◽

Antisocial Behavior ◽

Exploratory Study ◽

Age Groups ◽

Well Being ◽

Children's Perceptions ◽

Children’S Perceptions ◽

Blind Children

Because blind children cannot rely on many cues that sighted children use when making judgments about their own and other people's behavior, the authors conducted an exploratory study on blind children's ability to differentiate between normal and two disordered behaviors and their attitudes toward the behaviors. Twelve congenitally, totally blind children in three age groups (5-8, 9-12, 13-17) were selected from public schools in New Jersey. After the children heard three stories describing normal, withdrawn, and antisocial behavior, they were asked two sets of questions related to factors such as causality, changeability, similarity, desirability, assertiveness, and well-being. The authors found that age did not seem to be an important factor either in the children's ability to differentiate between the behaviors or in the causes the children attributed to them.

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Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.4.264 ◽

2005 ◽

Vol 52 (4) ◽

pp. 264-271 ◽

Cited By ~ 4

Author(s):

Tom Beckers ◽

Uschi Van den Broeck ◽

Marij Renne ◽

Stefaan Vandorpe ◽

Jan De Houwer ◽

...

Keyword(s):

Young Children ◽

Associative Learning ◽

Learning Theory ◽

Causal Structure ◽

Age Groups ◽

Learning Task ◽

Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

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