scholarly journals THE IMPACT OF THE ANIMALS ON CHILDREN'S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT

2014 ◽  
Vol 59 (1) ◽  
pp. 77-85
Author(s):  
Agneta Simeonsdotter Svensson
Keyword(s):  
Research Question ◽  
Exploratory Research ◽  
Learning And Development ◽  
Main Category ◽  
Individual Interviews ◽  
Children’S Learning ◽  
Key Words Animal ◽  
Children Development ◽  
The Impact ◽  
Children's Learning

The purpose of this study is to produce knowledge about the impact of pets on preschool children's desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children’s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by Säljö (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world´s wildlife and fauna in general. Key words: animal, children, development, preschool learning.

scholarly journals Children's learning and development in conflict- and crisis-affected countries: Building a science for action

2021 ◽  
pp. 1-16
Author(s):  
J. Lawrence Aber ◽  
Carly Tubbs Dolan ◽  
Ha Yeon Kim ◽  
Lindsay Brown
Keyword(s):  
Developmental Psychopathology ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Practice ◽  
Learning And Development ◽  
Social And Emotional ◽  
Children’S Learning ◽  
Developmental Science ◽  
The Impact ◽  
Children's Learning

Abstract This paper critically reviews the opportunities and challenges in designing and conducting actionable research on the learning and development of children in conflict- and crisis-affected countries. We approached our review through two perspectives championed by Edward Zigler: (a) child development and social policy and (b) developmental psychopathology in context. The aim of the work was to answer the following questions: What works to enhance children's learning and development in such contexts? By what mechanisms? For whom? Under what conditions? How do experiences and conditions of crisis affect the basic processes of children's typical development? The review is based on a research–practice partnership started in the Democratic Republic of the Congo in 2010 and expanded to research in Niger and Lebanon in 2016. The focus of the research is on the impact of Healing Classrooms (a set of classroom practices) and Healing Classrooms Plus (an additional set of targeted social and emotional learning activities), developed by the International Rescue Committee, on children's academic outcomes and social and emotional learning. We sought to extract lessons from this decade of research for building a global developmental science for action. Special attention is paid to the importance of research–practice partnerships, conceptual frameworks, measurement and methodology. We conclude by highlighting several essential features of a global developmental science for action.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

scholarly journals A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education

2019 ◽  
Vol 43 (1) ◽  
pp. 249-276 ◽  
Author(s):  
Mariana Souto-Manning ◽  
Beverly Falk ◽  
Dina López ◽  
Lívia Barros Cruz ◽  
Nancy Bradt ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Meta Analysis ◽  
Learning And Development ◽  
Transdisciplinary Approach ◽  
Children’S Learning ◽  
Seven Principles ◽  
History Of ◽  
And Linguistics ◽  
Children's Learning

In this review of research, we offer a meta-analysis of young children’s learning and development within and across psychology, education, and linguistics. Engaging with Soja’s concept of Thirdspace, we mapped young children’s learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color—those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education’s long history of inequities and oppressions.

Pocket play: Playful persona as an approach to stress-reduction in an elementary school program

2019 ◽  
Vol 5 (2) ◽  
pp. 267-277
Author(s):  
Erinn Webb
Keyword(s):  
Elementary School ◽  
Stress Reduction ◽  
Therapeutic Interventions ◽  
School Program ◽  
Case Examples ◽  
Children’S Learning ◽  
School Based ◽  
Past Experiences ◽  
The Impact ◽  
Children's Learning

Past experiences of trauma can impede children’s learning and success. Playful interactions between skilled counsellors and students can help mitigate the impact of trauma. The author presents case examples of brief drama therapeutic interventions in a school-based program called ALIVE. The article covers the type of persona, qualities and skills cultivated by a counsellor in the ALIVE program, with comparison to medical clowns working in hospitals, pointing out the commonalities, differences and challenges involved.

Sign in / Sign up

Export Citation Format

Share Document