scholarly journals Engaging with children's graphic ensembles of an archaeological site: A multi-modal social semiotic approach to learning

2017 ◽  
Vol 21 (41) ◽  
pp. 81
Author(s):  
Sophia Diamantopoulou
Keyword(s):  
Learning Experience ◽  
Archaeological Site ◽  
Social Semiotics ◽  
Approach To Learning ◽  
Children’S Learning ◽  
Heritage Site ◽  
Semiotic Approach ◽  
Semiotic Perspective ◽  
Interpretative Framework ◽  
Children's Learning

Children’s drawings have been widely used in the field of museum education as indicators for learning, as well as means for evaluating the teaching that takes place in a museum or a heritage site. This paper employs social semiotics and multimodality as tools for introducing a different perspective when it comes to building a descriptive and an interpretative framework for analysing children’s production, as representative of their learning. The insight into their work is based on the assumptions that learning can be multi-modally mediated through a particular pedagogy and further be made accessible to us through the material realisation of children’s production across multiple modes. The paper aims to explore the implications of this position for generating knowledge about children’s learning. The main argument discussed here is that engaging with a child’s graphic ensemble through a multimodal and social semiotic perspective can enable us, hypothetically, to recover children’s meanings about the archaeological site as well as the aspects of their overall learning experience. Viewing their graphic ensembles as constructions that are interest driven and multi-modally realized could open up more possibilities for accessing the agendas and interests that guide their learning. The paper further uses this visual material as an opportunity to argue that when engaging with children’s learning, multimodality can work not as a theory on its own means, but as the framework that conditions a theory (e.g. social semiotics and discourse) into a direction of encompassing more possibilities for reading their understanding of the world.

scholarly journals Motivation for the Family Visit and On-the-Spot Activities Shape Children’s Learning Experience in a Science Center

2021 ◽  
Vol 12 ◽  
Author(s):  
Pirko Tõugu
Keyword(s):  
Informal Learning ◽  
Learning Experience ◽  
Sound Waves ◽  
Science Center ◽  
Science Centers ◽  
Family Science ◽  
Children’S Learning ◽  
The Family ◽  
Children's Learning

Children’s learning often happens in the interactions with more knowledgeable members of the society, frequently parents, as stated by the sociocultural theory. Parent-child conversations provide children with a new understanding and foster knowledge development, especially in informal learning contexts. However, the family conversations in museums and science centers can be contingent on the motivation for the family visit or the activities organized on the spot. In order to establish how family motivation and on-the-spot activities influence children’s informal learning experience, the present study was carried out in a family science center. The study focused on children’s learning experience in a hands-on exhibit featuring objects that allow for the exploration of the concepts of sound waves and light. Thirty-nine 7–10-year-old children (21 boys and 18 girls) and their families participated in the study. Twenty families received a worksheet to prompt an experimentation activity with one of the light exhibits. Motivation for the family visit was probed at the end of the visit. The target children of the families wore a GoPro HERO 5 camera attached to a chest harness throughout their visit. The video was coded for family interaction and experimentation with the light exhibit. Family conversations were coded for open-ended questions, responses to open-ended questions, explanations, associations, attention directing, and reading signage aloud. Family motivation for the visit was related to the quality of family conversation during the visit. The experimentation activity prompt did not affect the likelihood of noticing and engaging with the particular exhibit. At the same time, it did affect the quality of engagement: children who received the experimentation activity prompt were more likely to explore the effects the exhibit provided and experiment rather than play with the exhibit. Family motivation and on-the-spot activities are discussed as two possible factors to influence children’s learning experience in science centers.

scholarly journals Children’s ‘eye views’ of an archaeological site: A multimodal social semiotic approach to children’s drawings

2018 ◽  
Vol 16 (3) ◽  
pp. 334-351 ◽  
Author(s):  
Sophia Diamantopoulou ◽  
Dimitra Christidou
Keyword(s):  
Archaeological Site ◽  
Educational Programme ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Semiotic Approach ◽  
Educational Task ◽  
Semiotic Perspective ◽  
Embodied Engagement

This paper presents eight-year-old children's ‘eye views’ of the archaeological site of the Agora in Athens, Greece, based on drawings made during an educational programme on site. Complementing a significant body of research on drawings, we introduce a multimodal social semiotic perspective to explore drawings as ‘designed’ accounts of children’s ‘eye views’. We argue that each account arises as an agentive response to their interests and prompts in the environment framing their experience, such as features of the site and the educational programme. Based on four drawings, we identify salient elements of children’s experience in their representations which we analyze as material realizations of (i) their interests and agency, (ii) their visual and embodied engagement with the archaeological site, and (iii) the framing of the educational task and overall programme. Our findings contribute to research on the importance of visual in learning.

scholarly journals Rancangan Kurikulum Pendidikan Anak Usia Dini (PAUD) Di Sekolah Binaan Pemerintah Kota Bekasi

2020 ◽  
Vol 3 (1) ◽  
pp. 67-72
Author(s):  
Fathana Gina ◽  
Sandra Adetya Syarif ◽  
Nurwahyuni Nasir ◽  
Timorora Sandha Perdhana
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Curriculum Design ◽  
Learning Experience ◽  
City Government ◽  
Main Function ◽  
Curriculum Content ◽  
Children’S Learning ◽  
Service Activity ◽  
Children's Learning

Abstract   PAUD has the main function of developing all aspects of a child's development, including cognitive development, language, physical (gross and subtle motoric), social, emotional. Planning a curriculum for children, teachers must have a goal, how to organize curriculum content, choose the form of learning experience for children, how the sequence of lessons is given and then determine how to do an assessment of children's learning outcomes and the program itself. Planning a curriculum for children, teachers must have a goal, how to organize curriculum content, choose the form of learning experience for children, how the sequence of lessons is given and then determine how to do an assessment of children's learning outcomes and the program itself. At present there are still PAUD that do not yet have a structured learning curriculum such as what happened in PAUD assisted by the Bekasi City Government. This then impacts on learning activities that are less directed. Children who attend PAUD at the school are more often left to play without direction from their teacher. Therefore, this community service activity is considered necessary to help teachers in PAUD assisted by the Bekasi City Government to have a curriculum that can be a guide so that the teaching and learning process becomes more structured and directed. The output of this community service activity is in the form of a PAUD curriculum design that can be used as a learning reference for students participating in the PAUD Guidance at the Bekasi City Government. The result is that teachers get new insights about teaching programs and can develop learning strategies for students.   Keywords: PAUD, Curriculum, Syllabus Abstrak   PAUD memiliki fungsi utama mengembangkan semua aspek perkembangan anak, meliputi perkembangan kognitif, bahasa, fisik (motorik kasar dan halus), sosial, emosional. Merencanakan suatu kurikulum untuk anak, guru harus memiliki tujuan, bagaimana mengorganisasi isi kurikulum, memilih bentuk pengalaman belajar bagi anak, bagaimana urutan pelajaran diberikan dan kemudian menentukan bagaimana melakukan penilaian terhadap hasil belajar anak dan program itu sendiri. Merencanakan suatu kurikulum untuk anak, guru harus memiliki tujuan, bagaimana mengorganisasi isi kurikulum, memilih bentuk pengalaman belajar bagi anak, bagaimana urutan pelajaran diberikan dan kemudian menentukan bagaimana melakukan penilaian terhadap hasil belajar anak dan program itu sendiri. Saat ini masih ada PAUD yang belum memiliki kurikulum pembelajaran yang terstruktur seperti yang terjadi di PAUD binaan Pemerintah Kota Bekasi. Hal ini kemudian berdampak pada kegiatan pembelajaran yang kurang terarah. Anak yang mengikuti PAUD di sekolah tersebut lebih sering dibiarkan bermain tanpa arahan dari gurunya. Oleh karena itu, kegiatan pengabdian masyarakat ini dianggap perlu untuk membantu guru di PAUD binaan Pemkot Bekasi agar memiliki kurikulum yang dapat menjadi pedoman sehinga proses pengajaran dan pembelajaran menjadi lebih terstruktur dan terarah. Luaran kegiatan pengabdian masyarakat ini berupa rancangan kurikulum PAUD yang dapat dijadikan acuan pembelajaran bagi siswa-siswa yang mengikuti PAUD Binaan Pemkot Bekasi. Hasilnya guru mendapatkan wawasan baru mengenai proram pengajaran dan dapat mengembangkan strategi pembelajaran pada siswa.   Kata kunci: PAUD, Kurikulum, Silabus

scholarly journals Pembentukan Karakter pada Kelompok Belajar Anak Usia Sekolah Dasar

2020 ◽  
Vol 1 (2) ◽  
pp. 36-42
Author(s):  
Fitria Hayu Palupi
Keyword(s):  
Community Service ◽  
Social Care ◽  
Learning Experience ◽  
Social Awareness ◽  
School Age Children ◽  
School Age ◽  
Children’S Learning ◽  
Helping Others ◽  
Service Activity ◽  
Children's Learning

This community service is aimed at developing children’s character so that they are willing to caretoward their environment (social awareness), to actively involved in activities, and improve their creativity. The method used in this community service is by doing assistance and giving accompanying to school-age children who willingly join the activities for a month which is held once in a week. The accompanying is conducted through ‘Learning is Fun’ approach.  The target of this community service activity is school-age students of 7 up to 10 years old who willingly join activity for a month. The results of the activity are children willingly behave and care that cover sharing together, helping others in need, and actively involving in various activities. The results of the activity are the success of this community service activity that is reflected from the activities and the enthusiasm of children who attend which are 12 school-age children. They come and join each session orderly and carry out the activities well. Based on the communication to some parents, children have started helping simple household core, such as making the bed, sweeping, and washing. This succeed can also be seen from the children’s spirit in joining each activity. This activity is expected to be able to improve character of social care in children, foster children's creativity and improve children's learning experience.

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