scholarly journals Negotiating the Transition: Parents' Experience of their Oldest Child's Transition to School

2021 ◽  
Author(s):  
◽  
Maureen Catherine Stockman Woodhams
Keyword(s):  
Early Childhood ◽  
Lived Experience ◽  
Essential Role ◽  
Point Of View ◽  
School Staff ◽  
Transition To School ◽  
Parent Perspective ◽  
Good Communication ◽  
Transition Experience ◽  
Fitting In

<p>This study follows the lived experience of parents within six families during their oldest child's transition from early childhood centre to school. The aim was to understand the transition to school from a parent perspective in order that early childhood and school staff can better support families through their child's transition. A successful transition to school is frequently associated with later success in schooling. Research into children's transition has often focused on the child as an individual, with adults acting as informants about children's experiences. Parents have the unique position as the adults who are part of each of the three microsystems of home, early childhood centre and school, and therefore have an essential role in communicating between the microsystems and supporting their child's transition. This qualitative constructionist study interviewed parents one month before and one month after their oldest child started school, followed by a parent focus group. Each of the families in the study had existing theories of development and transitions which they combined with the information they obtained about school to plan and enact strategies to support their child's transition to school. The parents viewed school as a community to which they wanted their child and themselves to belong. They had some expectations of their role as a school parent; this identity was affected by the discourses of parents and teachers which they held and encountered, and by their interactions with people at school. The essence of these parents' experience was of negotiating the transition to school. There were two aspects to this: fitting in to an existing school culture; and attempting to adapt some aspects of the transition experience for their child by discussion with the teacher. Good communication, including feeling their point of view had been heard and also understanding the teacher's point of view, helped these parents to feel effective and valued in their role as school parents.</p>

scholarly journals Negotiating the Transition: Parents' Experience of their Oldest Child's Transition to School

2021 ◽  
Author(s):  
◽  
Maureen Catherine Stockman Woodhams
Keyword(s):  
Early Childhood ◽  
Lived Experience ◽  
Essential Role ◽  
Point Of View ◽  
School Staff ◽  
Transition To School ◽  
Parent Perspective ◽  
Good Communication ◽  
Transition Experience ◽  
Fitting In

<p>This study follows the lived experience of parents within six families during their oldest child's transition from early childhood centre to school. The aim was to understand the transition to school from a parent perspective in order that early childhood and school staff can better support families through their child's transition. A successful transition to school is frequently associated with later success in schooling. Research into children's transition has often focused on the child as an individual, with adults acting as informants about children's experiences. Parents have the unique position as the adults who are part of each of the three microsystems of home, early childhood centre and school, and therefore have an essential role in communicating between the microsystems and supporting their child's transition. This qualitative constructionist study interviewed parents one month before and one month after their oldest child started school, followed by a parent focus group. Each of the families in the study had existing theories of development and transitions which they combined with the information they obtained about school to plan and enact strategies to support their child's transition to school. The parents viewed school as a community to which they wanted their child and themselves to belong. They had some expectations of their role as a school parent; this identity was affected by the discourses of parents and teachers which they held and encountered, and by their interactions with people at school. The essence of these parents' experience was of negotiating the transition to school. There were two aspects to this: fitting in to an existing school culture; and attempting to adapt some aspects of the transition experience for their child by discussion with the teacher. Good communication, including feeling their point of view had been heard and also understanding the teacher's point of view, helped these parents to feel effective and valued in their role as school parents.</p>

Invisible transitions: Transitions to school following different paths

2021 ◽  
pp. 183693912110096
Author(s):  
Sue Dockett ◽  
Bob Perry
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
School Staff ◽  
Children And Families ◽  
Transition To School ◽  
Childhood Education ◽  
Challenges And Opportunities ◽  
The One ◽  
Do So

Most children starting primary school in Australia do so after attending early childhood education and participating in a transition to school programme. While this has become the expected pathway, it is not the one followed by all children and their families. In this article, we describe visible transitions as those that are known, understood and planned – that is, they follow the expected path. In contrast, invisible transitions occur when children and families arrive unexpectedly at school. Drawing on two studies involving 30 schools in two different states of Australia, we report the scope and nature of invisible transitions and the challenges and opportunities arising from invisible transitions in these schools. Each of the schools reported instances of invisible transitions. Some, but not all, schools promoted strategies involving school staff, other families and children to support those arriving unexpectedly. While invisible transition was identified as a challenge, the opportunities for reflecting on existing transition approaches and building inclusive strategies were also noted.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

Smart design of intelligent companion toys for preschool children

2020 ◽  
pp. 1-14
Author(s):  
Xin Wang ◽  
Nian Yin ◽  
Zhinan Zhang
Keyword(s):  
Artificial Intelligence ◽  
Early Childhood ◽  
Preschool Children ◽  
Essential Role ◽  
Childhood Education ◽  
Child Centered ◽  
Toy Design ◽  
Complete Framework ◽  
New Framework

Abstract Early childhood education has long-lasting influences on people, and an appropriate companion toy can play an essential role in children's brain development. This paper establishes a complete framework to guide the design of intelligent companion toys for preschool children from 2 to 6 years old, which is child-centered and environment-oriented. The design process is divided into three steps: requirement confirmation, the smart design before the sale, and the iterative update after the sale. This framework considers the characteristics of children and highlights the integration of human and artificial intelligence in design. A case study is provided to prove the superiority of the new framework. In addition to enriching the research on intelligent toy design, this paper also guides for practitioners to design smart toys and helps in children's cognitive development.

scholarly journals LECTURERS’ MANAGERIAL COMPETENCIES IMPORTANT FOR STUDENTS AT THE CZECH UNIVERSITY OF LIFE SCIENCES

2018 ◽  
Vol 76 (4) ◽  
pp. 465-482
Author(s):  
Helena Brožová ◽  
Jana Horáková ◽  
Jiří Fiedler
Keyword(s):  
Analytic Hierarchy Process ◽  
Life Sciences ◽  
Educational Process ◽  
Point Of View ◽  
Analytic Hierarchy ◽  
Managerial Competencies ◽  
Good Communication ◽  
Knowledge Competencies ◽  
The University ◽  
Hierarchy Process

This research identifies the lecturers’ competencies which are the most important from the students’ perspective at the Czech University of Life Sciences Prague and compares students’ opinion and their change over the whole study period. It does not deal with the knowledge competencies of lecturers that students cannot objectively evaluate, but with lecturers’ managerial competencies that affect the organization, forms and ways of teaching. The examined competencies are hierarchically organized into three groups of particular competencies comprising of bipolar characteristics. Based on survey of students at the University, the evaluation of importance of managerial competencies using the Analytic Hierarchy Process was performed. The findings show that Innovative education, Good communication skills, Ability of improvisation, and Democratic way of teaching are the most important lecturers’ competencies from students’ point of view. Surprisingly, Oral based presentation is preferred to IT based one. Knowledge of the most important managerial competencies can help lecturers and universities to increase quality of educational process and attractiveness of the university for students. Keywords. Analytic Hierarchy Process, higher educational institutions, lecturer’s managerial competencies, students’ perception.

scholarly journals An Overview on Saccharomyces cerevisiae Indigenous Strains Selection Methods

2021 ◽  
Author(s):  
Laura Pulcini ◽  
Elisa Gamalero ◽  
Antonella Costantini ◽  
Enrico Tommaso Vaudano ◽  
Christos Tsolakis ◽  
...  
Keyword(s):  
Saccharomyces Cerevisiae ◽  
Essential Role ◽  
Genomic Analysis ◽  
Point Of View ◽  
Market Demand ◽  
Wine Sector ◽  
Modern Vision ◽  
Xix Century ◽  
Natural Expression

From the fundamental studies of Louis Pasteur in the XIX century to the current genomic analysis, the essential role of microorganisms in winemaking industry is well recognised. In the last decades, selected Saccharomyces cerevisiae strains with excellent fermentative behaviour have been widely commercialised in form of active dry yeasts. Currently, the production of organic and “natural” wines represents a new economically relevant trend in the wine sector. Based on this market demand, the use of industrial yeast starter could be perceived as non-organic practice and then, rejected. However, in order to preserve wines sensory quality, healthiness, and to avoid organoleptic defects given by undesirable microorganisms, the “yeast factor” (S. cerevisiae or non-Saccharomyces) cannot be ignored. The purpose of this chapter is to describe the methods of selection of wine yeasts focusing the attention on indigenous S. cerevisiae strains. In fact, the use of ecotypic yeasts may represent a good compromise between the needs of microbiologically controlled fermentation and a modern vision of wine as natural expression of its “terroir”, also from the microbiological point of view.

‘You can't Write that’: The Challenges of Written Communication between Preschools and Schools

2017 ◽  
Vol 42 (3) ◽  
pp. 22-30 ◽  
Author(s):  
Kathryn Hopps-Wallis ◽  
Bob Perry
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Written Communication ◽  
Positive Relationships ◽  
Transition To School ◽  
School Communication ◽  
Communication Practices ◽  
Important Time ◽  
Prior Experiences

RECENT REFORMS IN AUSTRALIA have brought an increasing expectation on early childhood educators to work together across settings at times of children's transition. In particular, the transition to school has been identified as an important time when educators are required to collaborate in order to support children, families and communities. Written forms of communication have been encouraged, and in some cases mandated, as a basis for transferring information about children from preschools to schools. The premise of such initiatives is that the information will enhance children's transitions by assisting schools to build on children's prior experiences. However, there has been little research into the practice of preschool–school communication including issues that impact on it. This article reports the challenges preschool and school educators identified in using written channels to transfer information between settings. The results indicate that written communication can be problematic. Several issues are identified that shape written communication practices and limit their effectiveness as a support for children and as a means of developing positive relationships between settings.

The Organised Self and Lifestyle Minimalism: Multimodal Deixis and Point of View in Decluttering Vlogs on YouTube

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Michele Zappavigna
Keyword(s):  
Social Media ◽  
Lived Experience ◽  
Point Of View ◽  
Visual Perspective ◽  
Semiotic Approach ◽  
Visual Frame ◽  
Social Media Platforms ◽  
The Way

AbstractThis paper explores how people present their relationship to their domestic objects in decluttering vlogs on YouTube, where they show the process of getting rid of undesired items. These videos are associated with discourses of ‘minimalism’ that are currently prevalent on social media platforms. The paper adopts a multimodal social semiotic approach, focusing on how language, gesture, and the visual frame coordinate intermodally to make meanings about objects. The multimodal construction of deixis in coordination with a type of ‘point-of-view shot’, filmed from the visual perspective of the vlogger, is examined. The broader aim is to investigate what these videos reveal about how digital semiotic capitalism is inflecting the lived experience of social media users. What is at stake is how people articulate intersubjective meanings about their experiences and relationships through the way they communicate about their objects.

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