scholarly journals Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

2013 ◽  
Vol 6 ◽  
Author(s):  
Maria Simonsson ◽  
Ann-Marie Markström
Keyword(s):  
Social Practice ◽  
Preschool Teachers ◽  
Complete Picture ◽  
Parental Role ◽  
Professional Relationship ◽  
Assessment Practice ◽  
Collaboration And Communication ◽  
Teachers And Parents

Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an   assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

scholarly journals What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

2022 ◽  
Vol 12 (1) ◽  
pp. 52
Author(s):  
Rita Monteiro ◽  
Sandra Fernandes ◽  
Nuno Rocha
Keyword(s):  
Language Development ◽  
Screen Time ◽  
Preschool Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Time Exposure ◽  
Teachers And Parents ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

Enhancing Guidance and School Counselling Consultation Services from a Self-system Psychological Perspective

2002 ◽  
Vol 12 ◽  
pp. 11-20 ◽  
Author(s):  
Ian Hay
Keyword(s):  
The Self ◽  
Psychological Perspective ◽  
Professional Relationship ◽  
Consultation Process ◽  
School Counsellors ◽  
Stress Coping Strategies ◽  
Teachers And Parents ◽  
System Variables ◽  
Consultation Services ◽  
Self System

This paper reviews consultation between school guidance counsellors and teachers and parents from a self-system psychological perspective. From this perspective factors, such as self-serving bias, self-enhancement, self-verification, sense of control, and stress coping strategies all impact on the consultation process. The paper addresses the challenge of understanding and minimising the negative ramifications of the self-system factors and suggests strategies that can help build a positive professional relationship. The paper explores the interactions between the self-system variables and behaviour so that guidance and school counsellors are in a better position to monitor their interactions and work more effectively with a range of consultees.

scholarly journals The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age

2017 ◽  
Vol 49 (2) ◽  
pp. 213-233
Author(s):  
Nada Polovina ◽  
Dragan Vesic
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Preschool Age ◽  
Balanced Development ◽  
Starting Point ◽  
Creative Behaviour ◽  
Personal Contribution ◽  
Teachers And Parents ◽  
Developmental Significance

The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.

scholarly journals Interpreting quality assessment re-imagined: The synergy between human and machine scoring

2021 ◽  
Vol 1 (1) ◽  
pp. 70-90
Author(s):  
Chao Han ◽  
Xiaolei Lu
Keyword(s):  
Social Practice ◽  
Automatic Machine ◽  
Social Dimensions ◽  
Automatic Assessment ◽  
Assessment Practice ◽  
Socially Responsible ◽  
Quality Estimation ◽  
Temporal Variables ◽  
Scholarly Discussion ◽  
Automatic Scoring

Assessment of interpreting quality is a ubiquitous social practice in the interpreting industry and academia. In this article, we focus on both psychometric and social dimensions of assessment practice, and analyse two major assessment paradigms, namely, human rater scoring and automatic machine scoring. Regarding human scoring, we describe five specific methods, including atomistic scoring, questionnaire-based scoring, multi-methods scoring, rubric scoring, and ranking, and critically analyse their respective strengths and weaknesses. In terms of automatic scoring, we highlight four assessment approaches that have been researched and operationalised in cognate disciplines and interpreting studies, including automatic assessment based on temporal variables, linguistic/surface features, machine translation metrics, and quality estimation methodology. Finally, we problematise the socio-technological tension between these two paradigms and envisage human–machine collaboration to produce psychometrically sound and socially responsible assessment. We hope that this article sparks more scholarly discussion of rater-mediated and automatic assessment of interpreting quality from a psychometric-social perspective.

scholarly journals Pentingnya Pendidikan Karakter Di Masa Pandemi Covid 19

2021 ◽  
Vol 3 (4) ◽  
pp. 438
Author(s):  
Dwi Suparwati
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Student Activities ◽  
Face To Face ◽  
Offline Learning ◽  
Collaboration And Communication ◽  
Teachers And Parents

<p><em>Character</em><em> education is very important in order to shape the character of the nation. Character education can make students become social beings who help each other, are civilized and polite. Teaching and learning activities carried out in Indonesia previously were face-to-face or offline learning. At the time of face-to-face or offline learning, teachers can easily observe the character of students and can provide direction and character education easily. However, the COVID-19 pandemic has forced the change of face-to-face or offline learning to be replaced by online or virtual. For this reason, collaboration and communication between teachers and parents of students to jointly apply character education is very necessary. Teachers can provide good habituation tasks, by implementing PPK (Strengthening Character Education) in online or virtual activities, and parents working with teachers to supervise student activities from home.</em></p>

An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

2019 ◽  
pp. 1428-1453
Author(s):  
Gülüzar Şule Tepetaş Cengiz ◽  
Mübeccel Gönen
Keyword(s):  
Language Development ◽  
Significant Relationship ◽  
Preschool Teachers ◽  
Book Reading ◽  
Study Results ◽  
Picture Story ◽  
Parents Involvement ◽  
Teachers And Parents ◽  
Reading Activities ◽  
The Relationship

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

A Framework of Childhood Obesity Prevention Through Game-Based Learning

2019 ◽  
pp. 154-183 ◽  
Author(s):  
Yanzhen Wang ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Childhood Obesity ◽  
Obesity Prevention ◽  
Preschool Teachers ◽  
Ecological Validity ◽  
Treatment Algorithm ◽  
Game Based Learning ◽  
Childhood Obesity Prevention ◽  
Mobile Game ◽  
Global Health Issue ◽  
Teachers And Parents

Childhood obesity is a global health issue that should be resolved in order to prevent obesity prolonged into adulthood. This chapter presents a framework of childhood obesity prevention through game-based learning among preschool children. A provisional framework was developed by adopting to the obesity treatment algorithm set by the National Institutes of Health. A mobile game titled Fight Obesity 2.0 was created to examine the validity of this provisional framework. The technical validity of the framework was checked through the International Age Rating Coalition, while the ecological validity was endorsed through interview conducted with pediatricians. The framework was revised based on the input of the validation processes. A set of guiding principles was prepared for medical professionals, game designers, preschool teachers, and parents who intend to use the revised framework of game-based childhood obesity prevention.

scholarly journals Community of assessment practice or interests: The case of EAP writing assessment

2016 ◽  
Vol 5 (2) ◽  
pp. 262
Author(s):  
Faisal Al-Maamari
Keyword(s):  
Community Of Practice ◽  
Social Practice ◽  
First Year ◽  
Assessment Practice ◽  
First Year Students ◽  
Mutual Engagement ◽  
Assessment Policies ◽  
Joint Enterprise ◽  
Practice Framework ◽  
Policies And Practices

Setting, disseminating and applying assessment standards are part of university academic programmes of study. Nowadays, assessment is increasingly viewed from a social practice perspective, and so doing entails exploring how the quality of assessment is shaped by interaction and co-participation with different communities of practice. Therefore, based on this perspective, the study reported here aimed to examine the assessment policies and practices of laboratory report writing of first year students in credit-bearing, English for Special Purposes programmes at a university in the Sultanate of Oman. Interviews of programme administrators and the instructors plus institutional and programme documents were examined to investigate these assessment policies and practices. The programme administrators were asked about how they planned the written assessment in their programmes, and the instructors were asked about their experiences of these assessments. The data were then analysed thematically using community of practice framework, namely in relation to (1) a shared repertoire of communal resources, (2) mutual engagement, and (3) a sense of joint enterprise. It was found that instead of community of practice, there were (sub)communities of practices wherein interaction, negotiation and communication amongst members and non-members were punctuated by control, power and autonomy, all working with the aim of narrowing the range between the personal goals of the academic and the communal goals of the institution. The overarching conclusion is that in their assessment practices, the two instructional programmes exhibited varying degrees of community of practice based on the above three attributes.

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