Дисертації з теми "Cross-cultural early childhood learning"
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Adam, Helen Joanne. "Cultural diversity and children’s literature: Kindergarten educators’ practices to support principles of cultural diversity through book sharing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2245.
Повний текст джерелаKalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.
Повний текст джерелаThesis (DMus)--University of Pretoria, 2016.
Music
DMus
Unrestricted
Burton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.
Повний текст джерелаSampaio, Patricia da Silva. "Aprendizagem social e resolução de conflitos em ambientes democráticos e autocráticos: um estudo com pré-escolares." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-20042012-122710/.
Повний текст джерелаThe present work was dedicated to the investigation of the theme social learning by means of a cultural psychological approach of the phenomenon, allied to contributions from Moral Psychology. We attempted to identify differences in preschool children\'s representations with respect to the strategies that they utilize to resolve interpersonal conflicts, as a function of the different relations they experience in a more democratic and cooperative environment compared to a more authoritarian and coercive ambient. To attend this purpose, 27 children aged between 4 and 5 years and attending two public day care centers with the abovementioned characteristics were interviewed. The teachers that were in charge of the investigated groups also participated in the study by answering a questionnaire about their values, representations, and attitudes regarding their mediation of the events of interpersonal conflicts experienced by their pupils. The collected data was basically analyzed from a qualitative approach, on the basis of content analysis and, in the case of the children, on the basis of categories such as aggression, submission, and assertiveness, besides other ambivalent categories. The obtained results indicated that there is a relationship between a more democratic environment and more sophisticated and adequate social skills for the resolution of conflicts, as reported by the children. Conversely, an authoritarian ambient resulted in less developed social skills in terms of conflict resolution, as indicated by children\'s reports
Berglund, Shashi-Rekha. "Enable Emergent Literacy by Including ICT in Preschool class : A socio cultural approach to ensure a positive learning atmosphere." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11756.
Повний текст джерелаUtgångspunkten i detta examensarbete är en jämförande studie mellan gamla skolan och dess undervisningsätt vilken anses vara tråkig och utan sammanhang bland många elever och nya skolans undervisning med IT och IKT som didaktisk undervisningsmetod. Dess konsekvenser för att skapa en positiv relation mellan lärare och elev från första början för att främja framväxande och skrivkunnighet inom förskoleklass.En etnografisk undersökning av hur två förskoleklasslärare gagnar både de gamla och nya metoderna för att skapa intresse för lärande och meningsskapande bland sina elever i enlighet med nationella målen för ett livslångt lärande och hållbar utveckling. Hur främjar IT och IKT lärandet i förskoleklassen? På vilka sätt införlivar lärare upplevelser i klassrummet. Vad är gruppdynamik mellan lärare och elev, samt gruppdynamik mellan eleverna i ett klassrumsscenario med den konventionella papper/penna och tekniska stöd? Med dessa centrala frågor genomfördes studien som en deltagande observation. Detta resulterade i att förskoleklassbarnen tycker att det är mycket lättare att kommunicera inte bara med lärare utan även med sina klasskamrater under klassrumsaktiviteter där IT och IKT ingår än när lärare tar på sig rollen i den så kallade gamla skolan som tenderar att bli ensidig. Resultaten visar att skapa meningsfullhet bland elever till stor del baseras på lärarnas eget intresse i fokusgruppen. Ur ett sociokulturellt perspektiv är det uppenbart att begrepp som interaktion, meningsfullhet, symboler och artefakter blir central. Resultaten från studien visar att det finns ett stort intresse och ambitioner från rektor och lärare att införa bland annat IT och IKT i undervisningen. På grund av tvetydigheten i de nationella målen och normer när man talar om förskoleklass har detta orsakat många lärare och skolor att misslyckas med att uppfylla elevernas förväntningar och krav, vilket i sin tur kan vara en av de stora orsakerna till det ökande antalet gymnasieelever som inte uppfyller de nationella kunskapsmålen i Sverige.
Lee, Eun Young. "Perceptions about Student Diversity and Equity in Early Childhood Science Education: A Teacher Preparation Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157635/.
Повний текст джерелаMcCloskey, Tricia A. "“To Tie Both Hands Behind Your Back . . . is Really Unjust and Disheartening”: Neoliberalism, Expansive Learning, and the Contradictions of Kindergarten Readiness." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588870718156486.
Повний текст джерелаFerreira, Maria Clemência Pinheiro de Lima. "EDUCAÇÃO FÍSICA NA EDUCAÇÃO INFANTIL: ENSINO DO CONCEITO DE MOVIMENTO CORPORAL NA PERSPECTIVA HISTÓRICO-CULTURAL DE DAVYDOV." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/1040.
Повний текст джерелаThe following study seeks elements for a proposal for the organization of teaching Physical Education to elementary school students based on mechanistic and instrumental models present in the conceptions that base the pedagogical practices relative to corporal movement at this educational level. Starting from the specificity of early childhood education, this research is based on the studies of Vygotsky, Leontiev, Elkonin and on the theory of developmental teaching proposed by Davydov. From a theoretical standpoint, the principal question was: What elements can be extracted in the utilization of the theory of developmental teaching ldren of early childhood education? The study also seeks to clarify the following: What actions of learning can be proposed, in the conceptual teaching of corporal movement, considering the phase of formation of concepts and the principal activity in which these children are found? What repercussions will developmental teaching have on the individuals involved? What are the advantages and possible difficulties of the use of this theory for the teaching of the concept of corporal movement in early childhood education? The overall objective was to analyze the practical application of the principles of the theory for teaching of the concept of corporal movement to children of four to five years of age, observing the learning process of the content. The specifics were as follows: 1 analyze the utilization of the principal activity of the children in the activity of learning of the concept of corporal movement; 2 analyze the repercussions of developmental teaching for the children considering socio-cultural factors in the learning process, and the impressions of the professor of Physical Education; 3 identify the advantages and possible difficulties of the use of this theory for teaching the concept of corporal movement in early childhood education. The qualitative research consisted of a didactical experiment performed in the context of an educational institution with the children of factory workers in the municipality of Anápolis. The data was collected through interviews with the mothers of the participating children, with the professor of Physical Education, and in observation of the didactical experiment. The analysis of the data revealed the following: The majority of the children advanced in the comprehension of the concept of corporal movement, varying according to the context of social relations of each; - the activity of play, the principal activity of this age group, should be employed in this learning process because through it one finds the motives of children; - the applicability of developmental teaching depends on favorable conditions linked to the theoretical and practical formation of the professor, and the structural conditions of the ambient in which he works; - The principal contribution of this work is in the reflection of the need for change in the area of Physical Education on the elementary level, as well as in the concept of teaching, since body and mind are inseparable, thus the need for attention to this fact on the part of acting professors of Physical Education, principally in the schools.
O presente estudo buscou elementos para uma proposta de organização do ensino da Educação Física na Educação Infantil frente aos modelos mecanicistas e instrumentais, presentes nas concepções que embasam as práticas pedagógicas relativas ao movimento corporal neste nível de ensino. A partir da especificidade da Educação Física na escola, tendo o movimento corporal como conteúdo desta área para a Educação Infantil, esta pesquisa baseou-se nos estudos de Vygotsky, Leontiev, Elkonin e na teoria do ensino desenvolvimental proposto por Davydov. Com apoio no referencial teórico, a principal questão foi: que elementos podem ser extraídos na utilização da teoria do ensino desenvolvimental como contribuição para a aprendizagem -se também esclarecer: Que ações de aprendizagem podem ser propostas no ensino conceitual do movimento corporal, considerando-se a fase de formação de conceitos e a atividade principal em que se encontram estas crianças? Que repercussões terão o ensino desenvolvimental nos sujeitos envolvidos? Quais as vantagens e possíveis dificuldades no uso desta teoria para o ensino do conceito de movimento corporal na Educação Infantil? O objetivo geral foi analisar a aplicação prática de princípios da teoria para o ensino do conceito de movimento corporal a crianças de quatro e cinco anos, observando o processo de aprendizagem deste conteúdo, por meio de um experimento didático. Os específicos foram: 1- analisar a utilização da atividade principal das crianças na atividade de aprendizagem do conceito de movimento corporal; 2 analisar as repercussões do ensino desenvolvimental para as crianças considerando os fatores socioculturais no processo de aprendizagem, e as impressões da professora de Educação Física sobre sua participação no experimento didático, 3- identificar as vantagens e possíveis dificuldades no uso desta teoria para o ensino do conceito de movimento corporal na Educação Infantil. A pesquisa de abordagem qualitativa foi realizada no contexto de uma unidade de ensino com os filhos das funcionárias de uma fábrica na região de Anápolis. Os dados foram coletados por meio de entrevistas com as mães das crianças participantes, com a professora de Educação Física e observação do experimento didático. A análise dos dados permitiu observar que: - a maioria das crianças avançou na compreensão do conceito de movimento corporal, variando conforme o contexto das relações sociais de cada uma; - o lúdico, atividade principal nesta idade, deve fazer parte das ações de ensino dentro da atividade de aprendizagem, pois nelas se encontram os motivos das crianças; - a aplicabilidade do ensino desenvolvimental depende de condições favoráveis ligadas à formação teórica e prática do professor, e às condições estruturais do ambiente de trabalho; -configurou-se como um elemento da . A principal contribuição deste trabalho está na reflexão sobre a necessidade de mudança no ensino da Educação Física na Educação Infantil, quanto à concepção de ensinar, uma vez que corpo e pensamento são indissociáveis, fator este que merece atenção por parte dos professores de Educação Física que atuam, sobretudo na escola.
Ni, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.
Повний текст джерелаDepartment of Elementary Education
Mopidevi, Janbee Shaik. "A socio-cultural analysis of early childhood educators' roles in fostering peer relationships : cross-cultural insights from India and England." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702196/.
Повний текст джерелаMopidevi, Janbee Shaik. "A socio-cultural analysis of early childhood educators’ roles in fostering peer relationships: cross-cultural insights from India and England." Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/702196/1/Mopidevi_2016.pdf.
Повний текст джерелаCardona, Vilma E. "Families' perceptions and practices of parent involvement in early childhood care and education programs." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1798967131&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Повний текст джерелаTian, Xiaoling. "Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/470.
Повний текст джерелаCrum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
Повний текст джерелаXu, Yuwei. "A cross-cultural analysis of gender and practitioner-child interactions in early childhood education and care (ECEC) settings in Scotland, Hong Kong, and Mainland China." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30595/.
Повний текст джерелаSampaio, Paula Florence. "Violência familiar, práticas educativas parentais e suas repercussões na saúde mental do adolescente." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8580.
Повний текст джерелаWilliams, Shirley Ann. "Understanding and using multicultural literature in the primary grades: A guide for teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2087.
Повний текст джерелаCroker, Chanel. "Young children's early learning in two rural communities in Tanzania : implications for policy and programme development : a case study." 2007. http://arrow.unisa.edu.au:8081/1959.8/42989.
Повний текст джерелаGilley, Tim. "Enhancing learning in early childhood within the family: evaluation of practice and theory in a multi-cultural context." Thesis, 2002. https://vuir.vu.edu.au/15286/.
Повний текст джерелаChung, Kayoun. "Korean English fever in the U.S. : temporary migrant parents' evolving beliefs about normal parenting practices and children's natural language learning /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337739.
Повний текст джерелаSource: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4236. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 161-169) Available on microfilm from Pro Quest Information and Learning.
Cassidy, Bernice Teresa. "Parent support of learning in an international reception class in Copenhagen, Denmark." Diss., 2006. http://hdl.handle.net/10500/1491.
Повний текст джерелаEducational Studies
M.Ed.
Snelgar, Elizabeth Claire Gien. "Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language." Thesis, 2015. http://hdl.handle.net/10500/20165.
Повний текст джерелаPsychology of Education
D. Ed. (Psychology of Education)
Ergul, Aysegul. "The relationship between home and school literacies of a selection of Turkish immigrant children living in South Africa." Thesis, 2013. http://hdl.handle.net/10210/8374.
Повний текст джерелаThis research project has two primary focuses. The first focus explores home literacy practices of Turkish immigrant children in South Africa, who are learning the English language in the school context to be able to carry on their education in the country, and how congruent these home literacy practices are with the school literacy practices. To be able to discover this, I studied their experiences with family members in their homes, as well their experiences in the school setting. The second focus is the parental involvement of Turkish immigrant parents’ in the schooling of their children and how their being involved can be facilitated for more effective communication between parents and the school. To explore this area, my project is framed by two broad theories of literacy: literacy as social practice and immigrant literacies. In this study two sets of data were collected: the primary data were interviews conducted with immigrant children, their parents and the teachers, while observations made up the secondary component of my data. The data was analysed by using content analysis. This helped me code the data into six manageable themes, which produced a collection of findings regarding immigrant children’s home literacy practices which are different from the school literacy, their experiences at school in their process of adaptation, and parental involvement in the school activities. The acknowledged themes of this research are clearly interrelated: feelings of Turkish immigrant children before coming to South Africa, their experiences regarding language learning, home literacy practices, the school’s view on immigrant children, segregation between local and immigrant children and parental involvement. The results of this research project were stimulating and displayed that how the literacy practices of immigrant children differ in different contexts such as home and school and in what ways the school can build on them to facilitate adaptation and language learning for them, as well as the new ways to promote immigrant parents’ actively partaking in the school activities.