Radical-Local Teaching and Learning: A Cultural-Historical Perspective on Education and Children’s Development

2012 ◽  
pp. 202-221
Keyword(s):  
Teaching And Learning ◽  
Historical Perspective ◽  
Children's Development ◽  
Children’S Development

scholarly journals Bilingual instruction in early childhood education, can it better develop children?

2018 ◽  
Vol 42 ◽  
pp. 00015
Author(s):  
Santri E. P. Djahimo ◽  
Yulia Indahri
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Childhood Education ◽  
Bilingual Instruction ◽  
To Come ◽  
Children's Development ◽  
Children’S Development

This is a case study of teaching and learning using bilingual instruction in two schools of Early Childhood Education in Kupang-NTT, Indonesia. The aims of this study are to find out whether or not bilingual instruction in Early Childhood Education can better develop children (the outcomes) and if the issue of ‘the younger, the better” in children’s language acquisition in bilingual setting is acceptable and true. 4 students from one bilingual and one monolingual schools have been observed. In addition, parents and teachers of these students have also been interviewed. The data has then been analyzed qualitatively to come to the answers of the proposed questions, and the results reveal that bilingual instruction alone does not necessarily create better children unless it is supported by other factors, such as encouraging parents, professional teachers, and supporting environment. This is in a line with the findings of the issue about ‘the younger, the better’ in children’s language acquisition, that the younger does not always mean the better. Other aforementioned factors are needed in the development of children’s language acquisition. It’s recommended that all parties involved in children’s development can take part in developing their skills, knowledge as well as characters.

Perspectives on children's development from cultural psychology.

1989 ◽  
Vol 44 (2) ◽  
pp. 343-348 ◽  
Author(s):  
Barbara Rogoff ◽  
Gilda Morelli
Keyword(s):  
Cultural Psychology ◽  
Children's Development ◽  
Children’S Development

Enhancing Young Children's Development through Teacher Consultation and Curriculum: Results from Three Studies

2008 ◽  
Author(s):  
Bridget Hamre ◽  
Stephanie M. Jones ◽  
Donna M. Bryant ◽  
Patricia Wesley ◽  
Andrew J. Mashburn ◽  
...  
Keyword(s):  
Teacher Consultation ◽  
Children's Development ◽  
Children’S Development

Parental Control Across Children's Development: A Discourse Analysis

2011 ◽  
Author(s):  
Snjezana Huerta ◽  
Bruce Maxwell
Keyword(s):  
Discourse Analysis ◽  
Parental Control ◽  
Children's Development ◽  
Children’S Development

The Negative Effects of Digital Technology Usage on Children’s Development and Health

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Rüstem Mustafaoğlu ◽  
Emrah Zirek ◽  
Zeynal Yasacı ◽  
Arzu Razak Özdinçler
Keyword(s):  
Digital Technology ◽  
Technology Usage ◽  
Negative Effects ◽  
Children's Development ◽  
Children’S Development

A Meta-Analysis on the Effects of Music Programs for Young Children’s Development

2018 ◽  
Vol 47 (3) ◽  
pp. 121-145
Author(s):  
Youngae Lee ◽  
KyeungYeon Lee
Keyword(s):  
Meta Analysis ◽  
Music Programs ◽  
Children's Development ◽  
Children’S Development

Parents' Beliefs About Children

2019 ◽  
Author(s):  
Scott A. Miller
Keyword(s):  
Parenting Practices ◽  
Large Body ◽  
Typical Development ◽  
Major Goal ◽  
Parental Practices ◽  
Children's Development ◽  
Theoretical Issues ◽  
Children’S Development

This book addresses what parents believe about children—both children in general and their own children in particular. Its scope is broad, encompassing beliefs directed to numerous aspects of children’s development in both the cognitive and social realms, developments that span the age periods from birth through adolescence. Although the focus is on typical development, departures from the norm in both children’s functioning and parental practices are also discussed. Four questions are addressed for every topic considered: What is the nature of parents’ beliefs? What are the origins of parents’ beliefs? How do parents’ beliefs relate to parents’ behavior? And how do parents’ beliefs relate to children’s development? These questions tie in to long-standing theoretical issues in psychology, they are central to our understanding of both parenting practices and children’s development, and they speak to some of the most important pragmatic issues for which psychology can provide answers. The major goal of the book is to convey the main conclusions from the large body of work that has addressed these questions. Because much still remains to be learned, a second goal is to identify needed directions for further study.

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