scholarly journals Editorial Introduction to the First Issue of Theory and Practice in Child Development

2021 ◽  
Vol 1 (1) ◽  
pp. i-iv
Author(s):  
Nefise Semra Erkan
Keyword(s):  
Child Development ◽  
Open Access ◽  
Theory And Practice ◽  
Editorial Introduction

This is the Editorial Introduction to the first issue of Theory and Practice in Child Development (T&PICD). The T&PICD is an international, open access, peer-reviewed journal devoted to child development related issues. This inaugural issue features five articles prepared by 14 authors. We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of T&PICD.   

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.

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 A double-loop evaluation process for MOOC design and its pilot application in the university domain

2017 ◽  
pp. 433-448
Keyword(s):  
Open Access ◽  
Online Courses ◽  
Evaluation Process ◽  
Theory And Practice ◽  
Massive Open Online Courses ◽  
Double Loop ◽  
Massive Open Online ◽  
Know How ◽  
The University ◽  
The Way

The diffusion of Massive Open Online Courses (MOOCs) is significantly changing the way people learn and update their knowledge and competencies. Although the benefits characterizing MOOCs, which leverage on free and open access to know-how and digitized materials, there are some challenges which call for improving and enhancing the existing methods and approaches for MOOCs design. By combining theory and practice, this paper presents a process of MOOCs design based on a double-loop phase of evaluation. Specifically, the paper provides evidences on how to take advantage of the learners’ and teachers’ feedback to redesign or rethink the course’s architecture, and especially the storyboard and blueprint. A pilot application of the proposed approach has been made to design a course dealing with entrepreneurship domain, and in particular with crowdfunding. The results of the application are presented to validate the approach and provide teachers and course’s designers with some recommendations.

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

Localization Retrieval and Browse of a DSpace-Based Institutional Repository System

2011 ◽  
Vol 268-270 ◽  
pp. 1401-1406
Author(s):  
Cheng Yi ◽  
Chun Li
Keyword(s):  
Open Access ◽  
Scientific Research ◽  
Developed Countries ◽  
Theory And Practice ◽  
Institutional Repository ◽  
Academic Institutions

The theory and practice of Institutional Repository in developed countries of Europe and America have clearly demonstrated that the construction of Open Access Institutional Repository aspects has the vital significance in promoting scientific research and improving academic institutions visibility. From Institutional Repository functions, in this article, the author analyzes localization retrieval and browse of a DSpace-based Institutional Repository system to provide reference for our country on the construction and development of the Institutional Repository.

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 Editorial introduction: Advances in theory and practice of digital marketing

2020 ◽  
Vol 53 ◽  
pp. 101909 ◽  
Author(s):  
Yogesh K. Dwivedi ◽  
Nripendra P. Rana ◽  
Emma L. Slade ◽  
Nitish Singh ◽  
Hatice Kizgin
Keyword(s):  
Theory And Practice ◽  
Digital Marketing ◽  
Editorial Introduction

scholarly journals On the move: Twentieth anniversary editorial of the European Journal of Cultural Studies

2017 ◽  
Vol 20 (6) ◽  
pp. 595-605 ◽  
Author(s):  
Joke Hermes ◽  
Jaap Kooijman ◽  
Jo Littler ◽  
Helen Wood
Keyword(s):  
Open Access ◽  
Cultural Studies ◽  
Textual Analysis ◽  
Creative Industries ◽  
Editorial Introduction ◽  
Editorial Team ◽  
Fantasy Sports ◽  
Black British ◽  
Twentieth Anniversary ◽  
Do So

Twenty years of the European Journal of Cultural Studies is a cause for celebration. We do so with a festive issue that comes together with our first free open access top articles in three areas that readers have sought us out for: postfeminism, television beyond textual analysis and cultural labour in the creative industries. The issue opens with freshly commissioned introductory essays to these three thematic areas by key authors in those fields. In addition, the issue offers new articles showcasing the range of the broad field of cultural studies today, including pieces on the politics of co-working, punk in China, Black British women on YouTube, trans-pedagogy and fantasy sports gameplay, featuring work by emerging as well as established scholars. Our editorial introduction to this celebratory issue offers reflections on how both the journal and the field of cultural studies have developed, and on our thoughts and ambitions for the future within the current conjuncture as we ‘move on’ as a new editorial team.

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.

scholarly journals Knowledge of child development in the interface of theory and practice in foundation phase teacher education

2017 ◽  
Vol 7 (1) ◽  
pp. 6 ◽  
Author(s):  
Lara Ragpot
Keyword(s):  
Teacher Education ◽  
Child Development ◽  
Young Children ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Childhood Development ◽  
Course Content ◽  
School Classroom ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

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