Journal articles on the topic 'Young children's critical thinking'
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Pantaleo, Sylvia. "Critical thinking and young children's exploration of picturebook artwork." Language and Education 31, no. 2 (October 17, 2016): 152–68. http://dx.doi.org/10.1080/09500782.2016.1242599.
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Daiute, Colette. "Play as Thought: Thinking Strategies of Young Writers." Harvard Educational Review 59, no. 1 (April 1, 1989): 1–24. http://dx.doi.org/10.17763/haer.59.1.t232r3845h4505q5.
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In this article, the author raises both provocative and necessary questions about the nature of children's play in relation to their classroom learning and writing. Colette Daiute draws from children's transcribed dialogues and written texts to argue that play is critical to a more complex and representative understanding of how children can and do learn. Further, she believes that children's learning ought to be evaluated on its own terms, and not in comparison to adult models of writing proficiency. Her argument is based upon a fundamental belief that children approach learning with a variety of strategies and skills, and this article offers convincing evidence to support a view of children — and of learning — that is respectful and inclusive. Daiute concludes by presenting suggestions for ways to consider child-generated and playful strategies in learning environments.
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Blanton, Maria, Bárbara M. Brizuela, Angela Murphy Gardiner, Katie Sawrey, and Ashley Newman-Owens. "A Learning Trajectory in 6-Year-Olds' Thinking About Generalizing Functional Relationships." Journal for Research in Mathematics Education 46, no. 5 (November 2015): 511–58. http://dx.doi.org/10.5951/jresematheduc.46.5.0511.
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The study of functions is a critical route into teaching and learning algebra in the elementary grades, yet important questions remain regarding the nature of young children's understanding of functions. This article reports an empirically developed learning trajectory in first-grade children's (6-year-olds') thinking about generalizing functional relationships. We employed design research and analyzed data qualitatively to characterize the levels of sophistication in children's thinking about functional relationships. Findings suggest that children can learn to think in quite sophisticated and generalized ways about relationships in function data, thus challenging the typical curricular approach in the lower elementary grades in which children consider only variation in a single sequence of values.
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Rodd, Julian. "Encouraging Young Children's Critical and Creative Thinking Skills: An Approach in One English Elementary School." Childhood Education 75, no. 6 (September 1999): 350–54. http://dx.doi.org/10.1080/00094056.1999.10522056.
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Hine, Alison, and Linda Newman. "Empowering Young Children's Thinking: The Role of the Early Childhood Educator." Australasian Journal of Early Childhood 21, no. 4 (December 1996): 39–45. http://dx.doi.org/10.1177/183693919602100408.
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The purpose of this preliminary investigative paper is to describe how the implications of recent research into young children's thinking has influenced teacher educators at the University of Western Sydney, Nepean (UWS, Nepean) to provide experiential learning and guidance to preservice early childhood educators on how to establish environments that stimulate curiosity and promote thinking. By teaching preservice early childhood educators to analyse, think rationally and creatively, problem-solve and reason, we can foster a better educated tertiary student whose thinking skills will be more effective, and who can initiate such activities in their future educational environments. At the UWS, Nepean students’ metacognitive awareness and perceptions of their own thinking were explored through collaborative, practical activity accompanied by interactive dialogue, thereby establishing ‘communities of inquiry’ in three early childhood subjects. Formative and summative interviews with students, as well as written student reflections indicated that these practices greatly nurtured their creative intellect, further developed their ability to think critically and heightened perception of their own metacognitive capabilities. Students reported that their experiences had encouraged them to use similar thinking skills activities in their own teaching.
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Krieg, Susan. "Assessing Young Children's Learning: Using Critical Discourse Analysis to Re-examine a Learning Story." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 53–60. http://dx.doi.org/10.23965/ajec.42.2.07.
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THE CURRENT POLICY CONTEXTS of many countries demand that early childhood educators are able to articulate their practice in new ways. For example, the need to assess and report positive learning outcomes in multiple ways to policy-makers, families and educational systems is a feature of contemporary early childhood education and care. This theoretical paper introduces a multi-dimensional framework to support the assessment of young children's learning and then provides an example of how modified tools drawn from Critical Discourse Analysis (CDA) can be used to effectively examine these dimensions of learning. CDA is a multidisciplinary methodology that integrates the study of language with a consideration of wider social practices. It offers a perspective from which to examine how ways of thinking, speaking, acting and being are drawn from, and also contribute to the particular discourses that are made available within social institutions (in this case, early childhood centres). CDA focuses on how language establishes and maintains social relationships and identities. This paper provides an example of how some of the tools made available in CDA can enhance assessment practices with young children. It is argued that CDA enables early childhood educators to re-examine young children's learning in new ways. The processes outlined in this paper have the potential to inspire early childhood educators to embrace assessment as an opportunity to articulate, celebrate and communicate young children's ways of knowing in new ways.
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Polat, Özgül, and Ebru Aydın. "The effect of mind mapping on young children’s critical thinking skills." Thinking Skills and Creativity 38 (December 2020): 100743. http://dx.doi.org/10.1016/j.tsc.2020.100743.
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Cleland, Frances E. "Young Children’s Divergent Movement Ability: Study II." Journal of Teaching in Physical Education 13, no. 3 (April 1994): 228–41. http://dx.doi.org/10.1123/jtpe.13.3.228.
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Young children’s (N = 50) divergent movement ability (DMA), which is one aspect of critical thinking in physical education, was examined in this study. Treatment Group A received 20 physical education lessons based on skill themes using indirect teaching styles (n = 16). Twenty lessons based on low-organized games content using direct teaching styles were provided to Treatment Group B (n = 17). No treatment was provided to the control subjects in Group C (n = 17). No significant DMA pretest differences were determined, and the independent variables (i.e., gender, intelligence, creativity, and background of movement experience) examined were not significantly related to subjects’ pretest DMA. A two-way ANOVA and post hoc Scheffe test revealed that Group A’s posttest DMA scores were significantly higher than those for either Group B or Group C, F(2, 47) = 11.7, p < .0001. Young children’s ability to generate different movement patterns (i.e., DMA), therefore, was significantly improved in response to employing critical thinking strategies in physical education.
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Klefstad, Jill M. "Focus on Family: Environments That Foster Inquiry and Critical Thinking in Young Children: Supporting Children's Natural Curiosity." Childhood Education 91, no. 2 (February 25, 2015): 147–49. http://dx.doi.org/10.1080/00094056.2015.1018795.
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Bang, Hyo-Kook, Yoo-Jung Sin, and Bong-Kwan Joo. "The Effects on Young Children’s Critical Thinking and Personality Caused by Critical Discussion against Science Technology." Early Childhood Education Research & Review 23, no. 3 (June 30, 2019): 233–54. http://dx.doi.org/10.32349/ecerr.2019.6.23.3.233.
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Ferreira, Eduarda, Cristina Ponte, Maria João Silva, and Celiana Azevedo. "Mind the Gap." International Journal of Digital Literacy and Digital Competence 6, no. 3 (July 2015): 16–32. http://dx.doi.org/10.4018/ijdldc.2015070102.
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Digital practices are pervasive in the everyday lives of young people. However, to be emerged in digital networked practices does not inherently provide competences to critically examine media and online content. Formal learning could profit from young people's interests and enthusiasm in informal learning contexts, bridging the gap between formal learning and everyday digital practices. The school has an urgent and decisive role to promote digital literacies and to prepare young people to adapt to a changing world. This paper presents results from the project Net Children Go Mobile in Portugal to analyze the gap between digital practices and school. The digital gap between the culture of the school and the culture of children's lives outside school is not just about having more access to technology or more ICT training, it is essentially about having the competence of using critical thinking and a diverse set of skills in digital practices.
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Harris, Kathleen I. "Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms." International Journal of Contemporary Education 2, no. 1 (February 19, 2019): 33. http://dx.doi.org/10.11114/ijce.v2i1.3950.
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Inclusive early childhood settings invite children with and without disabilities to play, learn, and work together in one classroom. Teachers can take advantage of children’s curiosity for math when they organize creative learning environments and develop meaningful critical thinking experiences to increase children’s interactions with peers. Peer-shared activities, including math helpmates and math chats, can offer a hopeful approach for supporting higher order and critical thinking math experiences for young children in inclusive classroom settings. Inviting a math helpmate to explain to a peer how or why they arrived at an answer or to show a different way to find an answer during math activities can promote critical math thinking and communication skills. To maximize success when using peer-shared strategies, teachers should be actively involved in monitoring math progress, providing feedback to children, and supporting peer interactions. This article will explore a variety of strategies for creating math discoveries and critical thinking using peer-shared activities at school and home. Practical strategies to be discussed will include math helpmates, math chats, and incidental teaching for increasing for supporting children’s natural interest in math concepts.
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Sukhanova, N. P. "Children’s philosophy and teaching philosophy to children." Science and School, no. 5, 2019 (2019): 185–90. http://dx.doi.org/10.31862/1819-463x-2019-5-185-190.
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From an early age, children ask philosophical questions, there is a phenomenon of child philosophy. Philosophy is considered as an important factor in the formation and development of personality. The article analyzes the traditional educational strategy based on the translation of ready-made, existing knowledge, as the one that doesn’t meet the needs of today Modern society sets before education the task of preparing a critically thinking subject, ready for innovations, seeking to improve his education Research education, which effectively resists the global civilizational crisis, is aimed at the formation of an independent and reflexively thinking person Given this educational strategy, teaching philosophy to children from a very young age makes it possible to make human thinking independent and socially responsible. The focus is on the problematic nature, criticality reflexivity of philosophical knowledge. The article presents philosophy as having the tools that are unique to the development of a child’s thinking abilities. ‘The Philosophy for Children’ program is being studied, in which philosophy acts as a priority discipline in teaching children intelligent thinking. It is concluded that critical thinking is not automatically formed in the course of training and methodological design of philosophy, which is at the basis of modern educational strategy, makes this task possible.
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Et.al, Hazhari Ismail. "Comics and Children’s Literacy Skills: A Focus Group Analysis from Preschool Teacher’s Perspective." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 53–62. http://dx.doi.org/10.17762/turcomat.v12i3.465.
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Comics is amongst the educational learning tools which offer children an opportunity to understand and interpret the narrative by themselves. Like most studies conclude, through the characteristics and features that comics provide to the reader, it offers many advantages on how literacy skills develop for children's development, as well as specific skills associated with recognizing reading skills and value-added benefit.This study was discussed extensively on how comics could improve the literacy skills of children particularly for pre-school children's reading comprehension. By conducting focus group discussion, data were qualitatively collected from six pre-school teachers who used comics for their learning and teaching sessions as their pedagogical approach and aids. The finding found that comics showed considerable contribution to enhance pre-school children's literacy skills not only for reading comprehension, but also provided added value that comics needed to improve children's critical thinking. Eventually, comics will be adapted to improve the learning of children in the classroom, and even the issue of implementation would be discussed together as well. The research indicates that teachers are urged to use comics in classroom learning sessions as one of the alternative teaching materials in teaching young children.
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Anggraeni, Reni. "High Order Thinking Skills: Strategies for Raising Student’s Thinking Processes and Children’s Cognitive Development in Reading Comprehension." Journal of Language Learning and Research (JOLLAR) 1, no. 2 (November 25, 2018): 76–86. http://dx.doi.org/10.22236/jollar.v1i2.3484.
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This article presents various strategies for raising student’s high order thinking skills (HOTS) in reading comprehension. Basically, to be able to raise the capability of HOTS, a student is encouraged to have better thinking processes so that varied strategies to implement HOTS will work out properly and accordingly. Just like children’ cognitive development, HOTS is best put into practice since early childhood. The strategies to improve the student’s critical thinking skills in reading comprehension are described thoroughly in three different ways: 1) seven strategies proposed by the National Reading Panel, 2) word reading skills proposed by Mellard et al. (2010), and 3) Vocabulary knowledge proposed by Wise et al. (2007). This article is developed based on the importance of 21st century skills proposed by National Commission on Excellence in Education, Common Core State Standards Initiative, Partnership for 21 Century Skills, and Secretary’s Commission on Achieving Necessary Skills to be included in today’s curriculum. According to the one of the organisations proposing the 21st century skills, students and young generation are demanded to be able to acquire specific soft skills pertaining to critical thinking.
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MacRae, Christina. "Representing Space: Katie's Horse and the Recalcitrant Object." Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 275–86. http://dx.doi.org/10.2304/ciec.2008.9.4.275.
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This article is a practitioner's attempt to resist habitual ways of interpreting and responding to young children's drawings. Early art education as a discipline is shot through with complexities, including wider shifting social discourses. This article specifically explores the continuing and powerful effect that Piaget's developmental approach has had on ways that teachers expect children to represent the world. The critique of Piaget examines how his stages of cognitive development intersect with an account of perspective that naturalises the claims it makes to represent the world. Critical analysis of responses to a child's drawing draws attention to the ways that this normative and perspectival approach frames readings of the drawing. In order to create new ways of thinking about the drawing, the article offers a material critique of the logic of representation. In this alternative account the object that has been drawn stubbornly refuses to stand in for the real. Difference rather than resemblance is introduced into the reading of children's drawings.
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Timberlake, Anicia Chung. "Brecht for Children." Representations 132, no. 1 (2015): 30–60. http://dx.doi.org/10.1525/rep.2015.132.1.30.
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East German music educators developed new children’s operas on the model of Brechtian Lehrstücke to teach critical, “dialectical” thinking, a skill they considered essential for young socialists. This essay examines how the operas offered an alternative political education to the GDR’s official program of state-loyal patriotism and explores the conflicts that arose when Brecht’s theories of gestus and estrangement came into contact with the fairy tale tradition long thought to be the center of German children’s culture.
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Dermata, Κaterina. "“My BEST friends, the books”." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 151–63. http://dx.doi.org/10.1108/jrit-01-2019-0009.
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Purpose The contribution of children’s literature to the social-emotional development of children has been recognized across disciplines. Especially picture books, as multimodal texts which communicate with young readers with two codes simultaneously, can be a potential means of fostering empathy in young children (Nikolajeva, 2013). The purpose of this paper is to introduce the program “My BEST friends, the books,” an empirical project (in progress) based on a Book-Based Emotional Social Thinking approach. Design/methodology/approach This approach is inspired by the Critical Thinking and Book Time approach (Roche, 2010, 2015). The program, based on the scales and competences of the Βar-On (2006) model of social-emotional intelligence, explores the way young readers interpret social-emotional skills when discussing about literary characters in children’s picture books. This paper examines the philosophy, the main characteristics and structure of the program, and presents the first results of the pilot phase. Findings The initial findings indicate that the design and implementation of such a program is a complex procedure that requires from the researcher to take into consideration various aspects that concern both the material and the participants, but also to step back and let children express their thoughts freely. Originality/value Moreover, such discussions allow for understanding how preschoolers interpret the social-emotional skills of literary characters in a critical manner.
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Sulochana Neranjani, E. "Children’s Literature: A Tool to Enrich Learning in the Elementary School." Indian Journal of Information Sources and Services 10, no. 2 (November 5, 2020): 48–55. http://dx.doi.org/10.51983/ijiss.2020.10.2.486.
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Children’s Literature (CL) has been identified as an effective tool to develop essential competencies such as creativity and critical thinking in the young learners. Although Literature has been given a prominent place in Sri Lanka, CL has been limited to reading for pleasure. This case study investigated the impact of CL in the development of creativity, critical thinking and positive attitudes in the Elementary School (ES) children in Sri Lanka. Twenty ES teachers in the state schools in Sri Lanka were interviewed to identify their views on using CL as a learning tool in the classroom. Observations and interviews were conducted on three Fourth-Grade classes to examine the exposure of the students to CL and their perception of the themes in CL. Conclusions were made by evaluating the responses of the students to the CL material used in the classroom. Key findings of the study were; although the ES students had access to story books majority of them were not interested in reading or listening to stories because they were not motivated by their parents or teachers; ES teachers were unaware of the techniques of using CL for skill development; many popular CL have unconsciously inculcated negative attitudes in the students; themes in many CL were more suitable for adults than the children; responses of the ES students to CL displayed their creativity and critical thinking ability as well as their values and attitudes; Children have an innate ability for creativity and critical thinking which can be developed with the correct guidance of the teachers and adults. Finally the data emerged from the study revealed the effectiveness of CL as a learning tool to develop skills of ES students.
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윤선영 and ChoHyungSook. "A study on developing and evaluating a young children’s economic education program based on teaching critical thinking strategies." Korean Journal of Early Childhood Education 28, no. 2 (April 2008): 113–41. http://dx.doi.org/10.18023/kjece.2008.28.2.006.
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Yoo, Ji Yoon and Kim,Soo-Young. "The effects of response-based discussion activities using post-modern picture books on young children’s language ability and critical thinking." EARLY CHILDHOOD EDUCATION & CARE 13, no. 2 (April 2018): 79–101. http://dx.doi.org/10.16978/ecec.2018.13.2.004.
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Aruldoss, Vinnarasan. "The Politics of Young Children through the ‘Epistemologies of the South’." Social Sciences 8, no. 5 (May 13, 2019): 151. http://dx.doi.org/10.3390/socsci8050151.
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Drawing data from an ethnographic study conducted in an early-years setting in Chennai, India, where everyday politics is couched in material and relational practices, the paper ruminates on the idea of ‘children as subjects’ in relation to politics and public life. By using the framework of ‘epistemologies of the south’, the analysis illustrates how a focus on ‘global cognitive justice’ might enable us to understand the politics of life in the global south differently from Western critical theory. The paper further deliberates on how such a ‘decolonial imagination’ would help us to reframe Eurocentric liberalist thinking and its conceptualisations of childhood and the political, practiced in a zone of messy social reality. In so doing, the paper tries to unpack ‘the political’ through paying particular attention to different ways of being, knowing, and doing children’s politics, and the subaltern practices of generational relations in subject making.
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Christ, Tanya, X. Christine Wang, Ming Ming Chiu, and Ekaterina Strekalova-Hughes. "How App Books’ Affordances Are Related to Young Children’s Reading Behaviors and Outcomes." AERA Open 5, no. 2 (April 2019): 233285841985984. http://dx.doi.org/10.1177/2332858419859843.
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Given the increasing use of app books with young children, research is needed to inform their selection and design. Although broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations among app books’ digital affordances, readers’ behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05–6.46 years; M = 5.60, SD = 0.42) read 12 app books twice each across 24 buddy reading sessions and four app books once each across four individual reading sessions, and their comprehension was assessed after each individual reading session. Multivariate, mixed response analysis found that (a) when a greater number of minimum hotspots were available per page, retelling was better; and (b) availability of word hotspots was linked to better critical thinking/inference outcomes. Implications include choosing app books with affordances that this study showed support particular reading outcomes, in alignment with instructional goals.
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Alzahrani, Mona, Manal Alharbi, and Amani Alodwani. "The Effect of Social-Emotional Competence on Children Academic Achievement and Behavioral Development." International Education Studies 12, no. 12 (November 29, 2019): 141. http://dx.doi.org/10.5539/ies.v12n12p141.
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In this paper, we explore the importance of the social-emotional competence on children’s growth. To develop children social-emotional competence, an interaction between adults and children is critically needed. Teachers have the responsibility to enhance children’s development in many aspects, including social, emotional, cognitive, academic, and behavioral skills. A positive relationship between teachers and young students helps those students to have better school achievement and behavioral skills. We review several studies that show the influence that social and emotional competence has on children’s learning outcomes and on their ability to engage in good behaviors. We also provide several strategies that help teachers to build strong and healthy relationships with children. These strategies foster children’s academic and behavioral success. We define social and emotional learning in relation to school successes to show that competence in these areas increases students’ reading, writing, critical thinking, and vocabulary skills. Emotional regulations can also enhance school achievement, both in the present and in the future. Additionally, we provide strategies that teachers can use to foster positive behavioral skills.
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I’Anson, John, Ann Quennerstedt, and Carol Robinson. "The International Economy of Children’s Rights: Issues in Translation." International Journal of Children’s Rights 25, no. 1 (June 20, 2017): 50–67. http://dx.doi.org/10.1163/15718182-02501004.
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The United Nations Convention on the Rights of the Child (uncrc) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc. On the basis of this diagnosis, we then raise a series of ethical considerations that might inform a more critical and open-ended approach. We characterise current approaches to mobilising the uncrc as an international economy of rights and we represent this diagrammatically. This economy, we contend, involves multiple translations of the uncrc text into a series of performative demands to which adults become accountable in situations of professional practice with children and young people. We then critically analyse this economy as presently instituted and point to a number of inherent limitations. We argue that a failure to address the issue of translation from legal text to relational practice has led to a technical resolution. The potential challenge of the uncrc as an authoritative text of critique is further weakened by the promotion of a consensus thinking that privileges agreement over the complexities associated with ethical thinking. In the light of this critique, the paper identifies new lines of questioning to inform debate concerning how a children’s rights agenda might be refracted differently in future.
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Gómez-Sánchez, Jesica, José Antonio Ruiz-Ballesteros, and Sergio Moreno-Ríos. "How children and adults keep track of real information when thinking counterfactually." PLOS ONE 15, no. 12 (December 4, 2020): e0242967. http://dx.doi.org/10.1371/journal.pone.0242967.
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Thinking about counterfactual conditionals such as “if she had not painted the sheet of paper, it would have been blank” requires us to consider what is conjectured (She did not paint and the sheet was blank) and what actually happened (She painted and the sheet was not blank). In two experiments with adults (Study 1) and schoolchildren from 7 to 13 years (Study 2), we tested three potential sources of difficulty with counterfactuals: inferring, distinguishing what is real vs conjectured (epistemic status) and comprehending linguistic conditional expressions (“if” vs “even if”). The results showed that neither adults nor schoolchildren had difficulty in the comprehension of counterfactual expressions such as “even if” with respect to “if then”. The ability to infer with both of these develops during school years, with adults showing great ability. However, the third source factor is critical: we found that the key to young children’s difficulty with counterfactual thinking was their inability to differentiate real and conjectured information, while adults showed little difficulty with this.
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Harwood, Debra. "The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest." Nordic Studies in Science Education 15, no. 4 (November 26, 2019): 403–17. http://dx.doi.org/10.5617/nordina.6169.
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An abandoned blue car from 1958 is a central figure of the qualitative exploration of sustainability pedagogies within a Canadian nature school. The mystery of the car and its entanglement within a densely-forested area where the preschool children play and learn is provocative. As part of a larger ethnographic case study of the nature school, eight young children (3-5-year-olds) and their two nature teachers’ critical engagement with the car is examined over the course of a year. The research approach for the data collection and analysis included photos, videos, participant-observations, educator journals, and children’s oral and written expressions of their ideas related to the project and sustainability. This small scale study offers a glimpse into the possibilities that emerge when we include children’s thinking, decisions, and actions within the more-than-human world to foster sustainability.
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Penn, Leslie Rech. "Room for monsters and writers: Performativity in children’s classroom drawing." Contemporary Issues in Early Childhood 21, no. 3 (January 4, 2019): 208–23. http://dx.doi.org/10.1177/1463949118819456.
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Much research on children’s classroom drawing emerged from an interest in the relationships between drawing and early writing and focused on drawing as a pedagogical tool to engage young children in planning, generating, and illustrating story ideas. In an eight-month case study of children’s drawing in a kindergarten language arts curriculum, the author focused on children’s classroom drawing not as a pedagogical intervention, but as an emergent event in which the intra-actions of children, drawing, and discourses coalesce. Of the many findings from this project, prevalent is the notion that children’s drawing and drawings function as vehicles for more than just pre-literacy—that drawing and drawings produce critical, creative, and constructive thinking and learning. In this article, the author discusses children’s drawing and drawings as events in which the often divergent interests of children, teachers, and curriculum materialize. Butler’s and Barad’s notions of performativity—the ways in which bodies materialize larger social discourses, such as gender—help the author to make sense of the ways children perform popular culture discourses, such as “monster,” or local classroom discourses, such as “writer,” in the kindergarten classroom. In looking at children’s drawing and drawings as material, discursive, and productive events, the author hopes to expand perceptions of children’s drawing beyond indicators of development, aesthetics, or literacy acquisition into critical, creative, and constructive learning experiences with significant cultural implications.
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Koc, Krzysztof. "Edukacja polonistyczna w czasach populistycznej zarazy." Paidia i Literatura, no. 2 (June 25, 2020): 13–34. http://dx.doi.org/10.31261/pil.2020.02.02.
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The article encourages reflection on the role of Polish language education in the face of contemporary challenges. One of them is the expansion of populism (e.g. in politics, in the media, in the way of thinking about education) and the accompanying disinformation campaigns, propaganda or replacing information analysis with emotional opinions. We are also in Poland witnessing this disturbing process, which threatens the foundations of democracy. That is why teaching a critical attitude towards theses expressed in public discourse is so important. The article shows how access to reliable information can contribute to forming such an attitude. The author also suggests that the interpretation of modern children’s literature may be used to expose populist lies, harmful simplifications, and manipulation of facts; it can also successfully support the development of mature civic awareness even among very young students. The point of reference in this case is the problem of attitude towards refugees.
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Wang, X. Christine, Tanya Christ, Ming Ming Chiu, and Ekaterina Strekalova-Hughes. "Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books." AERA Open 5, no. 3 (July 2019): 233285841986934. http://dx.doi.org/10.1177/2332858419869343.
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Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.
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Coletti, Jennifer T., Veronica Allan, and Luc J. Martin. "Reading Between the Lines: Gender Stereotypes in Children’s Sport-Based Books." Women in Sport and Physical Activity Journal 29, no. 1 (April 1, 2021): 1–11. http://dx.doi.org/10.1123/wspaj.2020-0036.
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A child’s first contact with media and culture typically comes from books they are exposed to in the home and at school. The narratives presented contribute to the early reinforcement of gender roles and norms and can greatly influence the way that young girls perceive and experience sport. The purpose of this study was to explore the narratives within sport-based books geared toward a young female audience to determine the extent to which they promote the engagement of girls in sport. A pragmatic literature search was conducted to obtain books that met our inclusion criteria. Books (n = 28) were analyzed based on the age of their intended audience (aged 3–5, 6–8, and 9–12 years) using thematic narrative analysis. Although the authors promoted the engagement of girls in sport, underlying gender stereotypes were nevertheless salient. Across the books, themes involved the emphasis of “feminine” sports as a context for diversity and learning, the need to understand development as a process, the importance of relationships, and implications pertaining to perceptions of capability as female athletes. Most importantly, the application of a critical feminist lens enabled us to identify an underlying theme—the reinforcement of gender stereotypes—that permeated the storylines and served to undermine the potential adaptive messaging intended by authors. These findings suggest the need for greater attention toward the complexity of female sport and a cultural shift in thinking toward gender equity rather than simply increasing sport access for female participants.
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Sivrić, Ivana, and Maja Pandža Topić. "Virtualni svijet djece i mladih: izazovi na putu odrastanja." Obrazovanje odraslih/Adult Education 20, no. 1_2 2020 (2021): 79–110. http://dx.doi.org/10.53617/issn2744-2047.2020.20.1_2.79.
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The media raises our children and form an important part of their daily lives. It is impossible to imagine life without the presence of the media. They are the main source of information, content, and topics on upbringing, education, culture, politics, and entertainment. The media are socializing agent which impact on society, children and youth is significant. Accordingly, there should be a greater social intention for media education and training. The role of media education in our schools is still underused, often marginalized and sometimes misunderstood by both teachers, preschool teachers, children and young people. The number of media, internet users and profiles and social networks is growing every day, as evidenced by numerous studies, but there is not enough education for the media nor education for critical thinking. Therefore, in this paper we tried to explore the media habits of children and youth in the local community, with special reference to the time that they spent on the Internet, mostly on social networks, and whether the time spent affected their daily interactions with the environment, friends, family and, at the end of the day, their succes in school. We where interested in how much they used social network, at what age they created their profiles, and how free they felt in providing information about themselves and others through the media. According to the results, children create their profiles on social networks at a very early stage, even when they are not ready or educated for it. In addition, children are very open to the virtual world of communication with the people they do not know in real life, even to meet strangers without being aware of possible manipulation, false profiles, violence and the like. There is a clear awareness among most respondents about the need for media education, regardless of the difference in the amount of time that they spend on social networks, as well as a clearly articulated stand on the need to introduce media education as part of compulsory education in schools.
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Demiral, Seran. "Considering Discourse with Children through Animations." International Journal of Pedagogy, Innovation and New Technologies 7, no. 2 (December 30, 2020): 47–57. http://dx.doi.org/10.5604/01.3001.0014.6865.
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Children’s literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children’s potentials by building a “community of inquiry” at classrooms. Children’s books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children’s literature used to include ‘softer’ topics, which is likewise to be ‘censored’ compared to literature in general. All products for children have usually function to cultivate new generations according to traditional discourse underlying in society. The essential purpose of this paper is to reveal possibilities to shape traditional discourse into an expanded perspective with children utilizing discussion and critical thinking. It is supposed to analyze the artworks for children in variable ways, by embodying discourse within. In between education and entertainment, cultural products also expected to be age-appropriate. Besides the relation between adult-children distinction and all cultural products, specifically produced ‘for’ children, how children see themselves is directly related to how they interpret cultural products. In this paper, two short animations, Alike, and Ian which were watched together with a group of children in a private secondary school in Istanbul, Turkey, will be analyzed through children’s perspectives, with their expressions.
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Anderson, Brianna. "Revolutionary paratext and critical pedagogy in Nathan Hale’s One Dead Spy." Studies in Comics 11, no. 1 (July 1, 2020): 127–46. http://dx.doi.org/10.1386/jem_00018_1.
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Autobiographical accounts of historical violence and trauma in comics form have gained widespread recognition as valuable pedagogical tools, particularly in the wake of Art Spiegelman’s groundbreaking Maus (1980–91). These comics often draw from the conventions of text-based autobiographies to provide first-person, non-fiction narratives of historical events, contributing to their perceived legitimacy as ‘serious’ texts worthy of inclusion in the classroom. However, this narrow focus on autobiographical comics as authentic windows to history has led educators to largely overlook the unique pedagogical possibilities offered by historical fiction comics, which can use both their fictionality and the comics medium to teach young readers to critically engage with history in different and deeper ways than traditional history textbooks and single-narrator autobiographical comics. This article remedies this gap by analysing how Nathan Hale’s middle-grade historical fiction comic One Dead Spy enacts a critical pedagogy approach to teach children to challenge hegemonic historical discourses and ways of thinking. The comic centres on the Revolutionary spy Nathan Hale (no relation to the comics creator) as he attempts to delay his hanging by narrating the American Revolution to his executioners. Nathan’s purportedly true account hinders children’s critical engagement with history by perpetuating dominant historical discourses, providing readers with a whitewashed, male-centric narrative of the Revolution. By contrast, the backmatter complicates Nathan’s one-sided representation of history by featuring a mini-comic narrated by the former slave Crispus Attucks and by attributing the comic’s non-fiction bibliography to fictional Research Babies. This blending of academic citational practices with absurd metafiction, as well as the introduction of marginalized counter-narrators, teaches middle-grade readers to question the authority of history writers and destabilizes all historical narratives as artificial constructs. However, the paratext also reinforces racist and sexist paradigms by displacing black and female voices to the comic’s supplemental endpapers, underwriting the comic’s well-intentioned attempts to educate readers about important voices excluded from white-centric narratives. Thus, while One Dead Spy demonstrates how historical fiction comics can provoke much-needed discussions about the inherent biases and erasures of dominant historical discourses, it also reveals the dangers of relegating opportunities for children to learn about marginalized perspectives in history to the literal margins.
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Anderson, Brianna. "Revolutionary paratext and critical pedagogy in Nathan Hale’s One Dead Spy." Studies in Comics 11, no. 1 (July 1, 2020): 127–46. http://dx.doi.org/10.1386/stic_00018_1.
Full textAbstract:
Autobiographical accounts of historical violence and trauma in comics form have gained widespread recognition as valuable pedagogical tools, particularly in the wake of Art Spiegelman’s groundbreaking Maus (1980‐91). These comics often draw from the conventions of text-based autobiographies to provide first-person, non-fiction narratives of historical events, contributing to their perceived legitimacy as ‘serious’ texts worthy of inclusion in the classroom. However, this narrow focus on autobiographical comics as authentic windows to history has led educators to largely overlook the unique pedagogical possibilities offered by historical fiction comics, which can use both their fictionality and the comics medium to teach young readers to critically engage with history in different and deeper ways than traditional history textbooks and single-narrator autobiographical comics. This article remedies this gap by analysing how Nathan Hale’s middle-grade historical fiction comic One Dead Spy enacts a critical pedagogy approach to teach children to challenge hegemonic historical discourses and ways of thinking. The comic centres on the Revolutionary spy Nathan Hale (no relation to the comics creator) as he attempts to delay his hanging by narrating the American Revolution to his executioners. Nathan’s purportedly true account hinders children’s critical engagement with history by perpetuating dominant historical discourses, providing readers with a whitewashed, male-centric narrative of the Revolution. By contrast, the backmatter complicates Nathan’s one-sided representation of history by featuring a mini-comic narrated by the former slave Crispus Attucks and by attributing the comic’s non-fiction bibliography to fictional Research Babies. This blending of academic citational practices with absurd metafiction, as well as the introduction of marginalized counter-narrators, teaches middle-grade readers to question the authority of history writers and destabilizes all historical narratives as artificial constructs. However, the paratext also reinforces racist and sexist paradigms by displacing black and female voices to the comic’s supplemental endpapers, underwriting the comic’s well-intentioned attempts to educate readers about important voices excluded from white-centric narratives. Thus, while One Dead Spy demonstrates how historical fiction comics can provoke much-needed discussions about the inherent biases and erasures of dominant historical discourses, it also reveals the dangers of relegating opportunities for children to learn about marginalized perspectives in history to the literal margins.
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Flavell, John H., Frances L. Green, Eleanor R. Flavell, Paul L. Harris, and Janet Wilde Astington. "Young Children's Knowledge about Thinking." Monographs of the Society for Research in Child Development 60, no. 1 (1995): i. http://dx.doi.org/10.2307/1166124.
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Louisa Bruselius-Jensen, Maria, Dina Danielsen, and Ane Kirstine Viller Hansen. "Pedometers and participatory school-based health education – an exploratory study." Health Education 114, no. 6 (September 30, 2014): 487–500. http://dx.doi.org/10.1108/he-12-2013-0064.
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Purpose – The purpose of this paper is to explore how pedometers (simple gadgets that count steps) can be used as tools in participatory health education to enhance primary school children's insights into, and abilities to reflect on, physical activity in their daily life. The paper focuses on how using pedometers fosters participation and enhances reflection concerning physical activity. Design/methodology/approach – The paper draws on findings from an exploratory project with sixth-grade classes (12-13 years) in four Danish primary schools. The approach is called Imove. In Imove, pupils use pedometers to study their own patterns of physical activity, transform their data into statistics, and use the statistical representation to reflect on how physical activity is integrated into everyday life patterns, and how different activities constitute an active life. Findings – The paper concludes that pedometers support pupils’ participation in studying their own health practices, and the step data provide new insights into, and encourage pupils to reflect on, the way physical activity is formed into everyday patterns. Research limitations/implications – The study is an exploratory one with four participating school classes. The findings need to be further explored by employing similar methodology in studies with more participants. Nevertheless, there is no doubt that pedometers support pupils’ genuine participation in health educational processes. Practical implications – The findings identify simple measuring technologies, such as pedometers, as potent assets in health education learning processes and call for creative thinking in developing health promotion programmes for young people. Originality/value – Measuring technologies play an increasingly critical role in health research, as well as in individual health regulating practices. This paper contributes with a new perspective by demonstrating the educational possibilities of applying pedometers in participatory school health education.
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Salmon, Angela K., and Teresa Lucas. "Exploring Young Children's Conceptions About Thinking." Journal of Research in Childhood Education 25, no. 4 (October 2011): 364–75. http://dx.doi.org/10.1080/02568543.2011.605206.
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Atance, Cristina M. "Young Children's Thinking About the Future." Child Development Perspectives 9, no. 3 (June 30, 2015): 178–82. http://dx.doi.org/10.1111/cdep.12128.
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Bustamante, Andres, Daryl Greenfield, and Irena Nayfeld. "Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills." Education Sciences 8, no. 3 (September 11, 2018): 144. http://dx.doi.org/10.3390/educsci8030144.
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Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children’s natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children’s attention and allows for integrated instruction across domain-general (ATL, EF, and social–emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children.
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Senawati, Jennet, Ni Komang Arie Suwastini, I. Gusti Agung Sri Rwa Jayantini, Ni Luh Putu Sri Adnyani, and Ni Nyoman Artini. "The Benefits of Reading Aloud for Children: A Review in EFL Context." IJEE (Indonesian Journal of English Education) 1, no. 1 (June 29, 2021): 73–100. http://dx.doi.org/10.15408/ijee.v1i1.19880.
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ABSTRACTAlthough reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.
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McNair, Lynn J., Caralyn Blaisdell, John M. Davis, and Luke J. Addison. "Acts of pedagogical resistance: Marking out an ethical boundary against human technologies." Policy Futures in Education 19, no. 4 (January 4, 2021): 478–92. http://dx.doi.org/10.1177/1478210320976978.
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This article highlights an action research project that sparked transformation regarding how early years practitioners documented children’s learning. The dominant discourse of standardisation and narrowing of early childhood education, encapsulated in the Organisation for Economic Co-operation and Development’s International Early Learning Study, has resulted in the ‘shaping’ and ‘testing’ of young children around the globe. The OECD has become very interested in early childhood education and is a very instrumental player today (Moss, 2018). Consequently, the testing of young children has been instigated by governments to ensure children gain the accepted knowledge, skills and dispositions required to be successful learners. Situated within this context of testing and standardisation, this article will share knowledge gained from a small action research project that took place in one Scottish early years setting. The study was stimulated by the early years practitioners of the setting, who strongly opposed the ‘reductionist’ formal ‘tick-box’ assessments produced by their local authority. These types of didactic formal assessments suggest that pedagogy is underpinned by a desire to tame, predict, prepare, supervise and evaluate learning. This article is of critical importance as it examines the imposition of didactic assessment from the practitioners’ perspective. The practitioners in the study contested that ‘tick-box’ assessments diminished children’s identities down to a list of judgements about their academic abilities, or lack thereof. The introduction of the ‘tick-box’ assessments presented a dilemma for the practitioners, in terms of the different views of the government and practitioners of what knowledge is worth knowing and what individuals and groups are able to learn. Many of the practitioners from the early childcare and learning setting positioned themselves and their work as being consciously different from what was going on in the wider sector. The early childcare and learning setting employed in this article introduced a new method to capture children’s learning, which they named the ‘Lived Story’ approach. In this article, we argue that Lived Stories are a form of narrative assessment which are designed to track children’s progress whilst respecting the complexity of their learning, their position within the learning process, the flow/fluidity of their ways of being and their ability to act in radical, creative and innovative ways. We conclude that by using ‘Lived Stories’ practitioners were able to lessen the surety of the language we use. The article highlights that as practitioners write Lived Stories and assess children’s progress they are freed to use language such as ‘wondering, puzzling, thinking, exploring’. In turn, we demonstrate that this language, and the ideas it enables, are on a continuum; a journey that spans a lifetime.
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Jordan, Barbara. "Dialogues and Projects: Extending young children's thinking." Early Childhood Folio 4 (June 1, 1999): 3–7. http://dx.doi.org/10.18296/ecf.0259.
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Yelland, Nicola J. "Encouraging Young Children's Thinking Skills with Logo." Childhood Education 71, no. 3 (March 1995): 152–55. http://dx.doi.org/10.1080/00094056.1995.10521831.
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Flavell, John H. "Young Children's Understanding of Thinking and Consciousness." Current Directions in Psychological Science 2, no. 2 (April 1993): 40–43. http://dx.doi.org/10.1111/1467-8721.ep10770682.
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Hare, William, and Victor Quinn. "Critical Thinking in Young Minds." Canadian Journal of Education / Revue canadienne de l'éducation 23, no. 4 (1998): 468. http://dx.doi.org/10.2307/1585764.
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Farini, Federico. "The paradox of citizenship education in early years (and beyond): The case of education to fundamental British values." Journal of Early Childhood Research 17, no. 4 (July 5, 2019): 361–75. http://dx.doi.org/10.1177/1476718x19860552.
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In April 2015, the Early Years Inspection Handbook instructed inspectors to make a judgement on the effectiveness of leadership and management to actively promote British values in the settings. This contribution discusses the paradoxical position of fundamental British values within the cultures of education underpinning the curricular framework for early years education in England, the early years foundation stage. The introduction of education to fundamental British values as a statutory requirement for early years settings will be discussed within its historical background, linked to the arduous journey of citizenship education to its inclusion in English curricula. This historical review aims to position education to fundamental British values in early years within a much broader cultural process within education, towards the reconceptualisation of the citizenship as one of the outcomes of successful educational planning. Having positioned education to fundamental British values in early years in a powerful cultural movement within the education system, this contribution will interrogate the Early Years Inspection Handbook, early years foundation stage and other education policies via the methodology of document analysis. The aim of the analytical procedure is to explore the intersection between education to fundamental British values and the cultures of education in the early years foundation stage, to advance an assessment of the possibilities and implication of the inclusion of citizenship as an object of early years education. Such assessment suggests that the concept of child-initiated pedagogy introduced in the early years foundation stage has the potential to address children’s meanings and experience of citizenship as practised and experienced, with obvious implication for the empowerment of children’s agency. However, this requires the support of a pedagogy and analysis allowing children and young people to develop skills for critical thinking and political change.
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Heyman, Gail D. "Children's Critical Thinking When Learning From Others." Current Directions in Psychological Science 17, no. 5 (October 2008): 344–47. http://dx.doi.org/10.1111/j.1467-8721.2008.00603.x.
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A key component of critical thinking is the ability to evaluate the statements of other people. Because information that is obtained from others is not always accurate, it is important that children learn to reason about it critically. By as early as age 3, children understand that people sometimes communicate inaccurate information and that some individuals are more reliable sources than others. However, in many contexts, even older children fail to evaluate sources critically. Recent research points to the role of social experience in explaining why children often fail to engage in critical reasoning.
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Montgomery, Marilyn J. "Context: A Critical Aspect of Children's Thinking." Contemporary Psychology: A Journal of Reviews 37, no. 10 (October 1992): 1044–45. http://dx.doi.org/10.1037/031483.
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Lewis, Carol D., and John C. Houtz. "Sex-Role Stereotyping and Young Children's Divergent Thinking." Psychological Reports 59, no. 3 (December 1986): 1027–33. http://dx.doi.org/10.2466/pr0.1986.59.3.1027.
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In two experiments 157 kindergarten and first-grade children were administered the Circles Subtest of the Torrance Tests of Creative Thinking. Boys and girls were given differential instructions to think of ideas typically thought of by members of the opposite sex. The contents of the children's ideas were analyzed and scored according to male- and female-dominant categories. Directions to generate ideas of the opposite sex inhibits performance, and considerable sex-role stereotyping of responses occurs at an early age. Without training on a similar task, however, boys appeared to be less able to follow directions and think of ideas typical of the opposite sex. Results are discussed in terms of the hypothesis that girls are more knowledgeable of the opposite sex-roles than are boys but are inhibited in the expression of this knowledge by cultural expectations.