Learning Experiences For Children Research Articles

Reforming Australian Early Childhood Education and Care Provision (2009–2015)

IN 2007, AUSTRALIA COMMENCED a national, systems-wide change to governing the quality of its early childhood education and care (ECEC) provision. The federal, state and territory levels of government agreed on a national vision for early childhood, a new learning framework, a national quality standard and a collective governance process for all childcare services, preschool-kinder programs and outside school hours care services that receive funding from governments. As with other federated countries, the context of ECEC in Australia is complex and varied both within and across localities, and inevitably, researchers, policy-makers and practitioners are required to consider and provide some account of children's learning environments prior to school. As a point of reference, this paper provides an overview of the context of ECEC provision in Australia, a summary of core components of the National Quality Framework (NQF) and argument about the necessity of these reforms. Raising the quality of children's early learning and development experiences is challenging, and systems change-fatigue becomes part of the landscape.

Complementing the Australian primary school Health and Physical Education (HPE) curriculum: exploring children's HPE learning experiences within varying school ground equipment contexts

ABSTRACTThis paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children's HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.

Teachers talking about teaching and school: collaboration and reflective practice via Critical Friends Groups

Reflective practice has potentially positive effects on an organization’s capacity to focus on student learning and teaching practices. In an effort to comply with policy and provide teachers with opportunities to reflect on their practice, districts, schools, and teachers have turned to various models that feature collaborative experiences. One such model is the Critical Friends Group (CFG), focusing on the improvement of practice and learning experiences for children, using protocol-driven structured conversations. This article examines the mechanisms that support and sustain reflective practice within a community of practice and utilizes Wenger’s three dimensions of practice – mutual engagement, joint enterprise, and shared repertoire. The study followed a CFG in an elementary school using ethnographic case study methods to conduct a close examination of CFG meetings, protocol use, and analysis of teacher interviews. The propensity to ‘look out’ at school-wide issues vs. looking in at classroom practices, perceptions about feedback on classroom practice, and using protocols to guide conversation emerged from the data as prominent mechanisms in communities of practice. CFG facilitators and coaches, as well as participants must be explicit about the purposes of their work and protocol use alone does not ensure a focus on student learning and teaching practices.

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACTBelonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.

Investigating Elementary School Children's Learning Experiences through Multicultural Chorus Activity: SEL Approach

Korea has been rapidly changing into the multicultural society. In particular, as a number of children from the multicultural family has been an increase. This study is explored appropriate theoretical frameworks for SEL(Social and Emotional Learning), and investigates processes of change among elementary students through multicultural choir activities based on SEL. Research results are as follows: First, students started expression their feeling, especially showing improvements of confidence after giving the chorus recital. Second, students were able to develop acceptance and understanding for others. Diverse cultural backgrounds were to accept through cultural diversity about music, let alone people. Third, collaborative relationships were developed with a positive interaction. Findings also indicate that working towards a common goal helped the participants to learn how to engage in practice, as well as learn how to communicate each other. Fourth, there were the positive changes in self-identity through the emotional stability as a consequence of multicultural choir classes, as well as a sense of belonging as a member of the chorus.

How science texts and hands-on explorations facilitate meaning making: Learning from Latina/o third graders

In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing and drawing in a 3rd grade class during five instructional days that focused on the same science topic (earthworms and their features, behaviors, habitat, etc.) and included read-aloud sessions of print and digital books on earthworms along with observations and experiments with real earthworms. We identified ways in which dialogically shared read-alouds of children's literature science books on earthworms became tools for children's meaning making that involved a variety of types of reasoning (causal, teleological, comparative, analogical) in the form of questions, statements, or mini-stories, and how the teacher mediated the children's engagement in reasoning. We also identified unique opportunities that hands-on explorations offered children to extend their ideas about earthworms, sprinkle their reasoning with playfulness, imbue affect in their meaning making, exhibit sensitivity to suffering and personal connections, and consider ethical treatment of animals. The study findings highlight the synergistic relationship between informational texts and hands-on explorations and point to the significance and usefulness of incorporating both in science instruction so that we maximize the richness of children's learning experiences by offering them multiple access points and pathways via the assets they bring to the classroom and the ones they co-construct with their teacher and peers. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 1246–1274, 2014.

The benefits for children’s nurses of overseas placements: where is the evidence?

Overseas placements are presumed to provide students with experiences to enhance their cultural competence and to give them insights into other healthcare systems. However, the literature has not focused on what students of children’s nursing might gain from an overseas placement. This paper is a report of a literature review (2003–2011) and our own student evaluation, both aimed at shedding new light on this important opportunity for learning for children’s nurses.The literature review indicates that current research does not address the learning from overseas placements for children’s nurses. Our student evaluation suggests children’s nursing students are able to explore the position of children in the host culture and to place this in a healthcare context. Students also reported that they adhered to UK scope of student practice when delivering care to children on overseas placement.These placements provide a valuable learning experience for children’s nurses. However, consideration in the shorter term is required to address issues of equity. Looking forward, further large scale studies are required to determine the long term effects of such experience on the health outcomes for children, and development of children’s nurses and children’s nursing globally.

Preschool or Prep School? Rethinking the Role of Early Years Education

Governments around the world continue to grapple with issues relating to how preschool services should be delivered, what type of provision is most appropriate, and for what purpose. These issues are particularly pertinent in a fast evolving early years sector such as the United Kingdom and many parts of the world where early years education has become a highly political topic. This article argues that given current emphasis on ‘school readiness' and the formalisation of children's learning in England and internationally, tensions remain about the role of early years education and what it entails — as a nexus for enriching children's lives and learning experiences, or simply preparing children for schooling. Building on Genishi's work on rethinking dominant values of early years education and respecting the importance of inclusion and diversity, the discussion explores debates around assessment, pedagogy and the curriculum in supporting children's learning and how these are deeply embedded in wider societal values. The article calls for a rethinking of the role of early years education — the values, choices, and judgements that societies make which inform children's learning and the contexts in which they learn.

Do the Learning Beliefs of a Parent Influence the Attributional Behaviours of his Children within a School Music Classroom?

This study explored the influence of a Parent's learning beliefs on his three children within the authentic learning environment of a school music classroom. Achievement motivation, specifically Attribution Theory, was used to illuminate each child's new learning experiences within an authentic learning environment. Though there is much research that focuses on the importance of the Parent in children's learning, and evidence of Parent's attributions about their own children's academic success, there has been less research focused on the role of Parent's learning beliefs and how they influence the learning behaviours of their children. This research focuses on an interview with a Parent and his three children, and collected data from two semi-structured interviews with each sibling as well as individual learning journals, where examples of new learning within the school music classroom were recorded by each sibling individually. This present discussion will focus on the role of the Parent but offer supporting evidence from his three children. Qualitative research methodology was employed, with Interpretative Phenomenology Analysis providing a rich insight into the learning process of each sibling. The data provided many examples of the strong influence of the Parent's learning beliefs throughout the siblings learning data, in varying levels and degrees. Findings indicated that educators need to recognise the role of the Parents in children's learning particularly with reference to Attribution Theory and achievement motivation. As Parental learning beliefs can directly affect the attributional behaviours of their children, this information is important for educators as they strive to motivate students to experience achievement within the school environment.

The Use of Technology to Facilitate Music Learning Experiences in Preschools

THIS ARTICLE REPORTS ON the technologies preschool teachers use to facilitate music learning experiences for children in their classrooms and why they choose to use or not use technologies. A questionnaire was administered to 185 teachers in a metropolitan Australian city focusing on the kinds of technologies being used, for what music activities, and reasons for using and not using these technologies. 81 questionnaires were returned (a response rate of 44 per cent). Nine of the respondents agreed to a follow-up day-long classroom observation and interview with the researcher. Results revealed that CDs dominated teacher use of technology to provide song repertoire and a model for singing this song repertoire. However, multimedia-based technology was also utilised for music learning experiences (i.e. DVDs/video, television, internet websites). However, more recent digital technologies such as digital music players/recorders, musical toys with digitised components and tablets were rarely used. While preschool teachers value technology to facilitate music learning experiences for young children, constraints in using technology were identified, including cost and lack of knowledge about using these technologies with young children.

Enabling Environments: Outdoors - Free spirits

A Beach School is opening up a wealth of new learning experiences for children at one nursery in Bristol. Ruth Thomson finds out more Photographs At woodland house nursery, Bristol, by Marcus Way.

Using the principles of Vygotsky in the home environment: A health visitor's perspective for under-fives

Vygotsky's socio-constructivist theory and the zone of proximal development is as valid today as when it was written in the early 20th century. An awareness of a child's current level of understanding is necessary in order to challenge and question their further potential. There appears to be a need for parents to be re-educated as to their role as educators within the home environment, where everyday objects and scenarios can hold a wealth of possible learning experiences for children. Health visitors are in an ideal position to remind parents of how they can help to facilitate their child's learning. A knowledge of how Vygotsky's principles can be applied to the home environment will enable health visitors to provide simple tips to parents on how to maximize their potential as educators.

Community participation in education: A changing pattern of educational administration in India

Strengtheningand better functioning of local administration have become prime concerns ofeducational reform by establishment of effective local administration ineducation for several years in many countries including India. It is now widelyrecognized that effective local administration considerably impacts on accessto education as well as the enrolment, retention and learning experiences ofchildren in school. In this context, this paper provides an overview of thechanging pattern of educational administration and community participation inIndia An attempt has also been made to examine the extent to which grassrootslevel functionaries and local bodies like Panchayat and VEC are able to get involved in decision makingprocesses and different approaches that have been taken by different stateswith regards to primary education.

SISTEMPEMBELAJARAN TERPADU DI SEKOLAH

Integrated learning is an approach to learning that links several aspects of both the intra-subject and between subjects. With the approach of the students will acquire knowledge and skills in their entirety so that learning becomes meaningful to students. Provide meaningful learning in integrated learning means that studentswill be able to understand the concepts they learned through direct experience and concrete links between the concept of intra-subject and between subjects. Integrated learning as a concept is an approach to learning that involves some subjects to providemeaningful learning experiences for children. Integrated learning approach that is believed to be as practice-oriented learning in accordance with the needs of today’s children. With integrated learning students are expected to have the ability to identify, collect, assess and use information around them significantly.

Adult mediation of children's television viewing experiences as a catalyst for learning and development: a case study, using Play School

The television programme Play School is screened free to air in Australia on weekdays. Adult presenters guide child viewers through experiences of play and learning. An online survey assessed behavioural responses of adult co-viewers both during and after the programme to ascertain how adult co-viewers were participating in, or support the viewing experience of child viewers. Results revealed a large number and variety of behavioural responses from adults both during and after viewing. These responses can be viewed as positive as they appear to facilitate learning and development through shared interactions between adult and child. This research begins to elucidate how adult behaviours during and after viewing television may optimise the child's learning experience.

Negotiating and creating intercultural relations: Chinese immigrant children in New Zealand early childhood education centres

A MULTIPLE-CASE STUDY INVESTIGATION of the experiences of eight Chinese immigrant children in New Zealand early childhood centres suggested that the immigrant children's learning experiences in their first centre can be understood as a process of negotiating and creating intercultural relations. The children's use of family cultural tools, such as the Chinese language, was a distinctive feature of their learning experiences, simultaneously revealing and extending their exploration of the intercultural practices and their establishment of a sense of belonging. In the presence of Chinese-speaking peers who acted as ‘bridges' and ‘boundary objects’, the Chinese language was actively used by the immigrant children in English-speaking early childhood centres and, as a result, they created intercultural relations which: (i) bridged the two cultures; (ii) brought the cultures into convergence; (iii) enabled the children to claim group identity; and (iv) battled intercultural constraints. The absence of Chinese speakers, on the other hand, constrained possibilities for intercultural relations. The focus on intercultural relations in this study is expected to lead to educational initiatives to support the incorporation of diverse cultures in early childhood services.

Reflections on an informal learning environment with invocations for classroom learning in Dubai, the United Arab Emirates

This article explores postgraduate student-teacher perceptions of the educational value of learning in informal environments through a well-known global edutainment centre – KidZania – in Dubai, United Arab Emirates. It provides an interpretive analysis of student-teacher reflections in online reflective discourse communities, which followed a connect–extend–challenge format. Findings show that students identified benefits and some limitations to learning in the informal environment. Students were keen to subsequently transfer good practices modelled in the informal setting to the classroom, but reflected on how their practicum experiences had uncovered some factors that may affect progress. Recommendations are made to alleviate the limitations expressed, to open up both progressive informal and formal learning experiences for children within the context of the findings.

I listen and I believe, I see and I understand: a collective reflection approach to understanding children's learning experiences

The project on which this report is based set out to establish how exploring children's musicality might encourage adults to consider their engagement with the musical play and learning of children under the age of five. Through reflection and evaluation the participants became aware that they were challenging their own teaching style in response to the children's exploratory learning. This became the central focus for the practitioners involved as it changed their understanding of their own practice. This paper endeavours to share the findings pertaining to the reflection, collaboration and change process of participants involved in the research project. It also describes practitioner involvement in this programme as an effective example of encouraging non-academic practitioners to take part in educational research.

Learning and development: ‘it's time to listen to children more’

Listening to four- and fourteen-year-olds is shedding light on children's early learning experiences, as Dr Jacqui Cousins explains in this extended version of the article in the latest issue of Nursery World

‘It's a Mystery’: A Case Study of Implementing Forensic Science in Preschool as Scientific Inquiry

CHILDREN HAVE IMMENSE CURIOSITY, a thirst for knowledge and a questioning attitude. They are innate scientists. The challenge for early childhood educators is to fuel this curiosity through the provision of appropriate learning experiences and an engaging environment within early learning centres. This paper presents a detailed case study of how a preservice teacher implemented forensic science as a form of scientific inquiry, in a preschool classroom for four-year-old children. Using the theme of We're going on a (forensic) bear hunt!, a series of integrated and engaging experiences was delivered that allowed the children to solve the class mystery of who left behind the (bear) footprints. This paper describes the concept, process and skills of scientific inquiry, outlines the basic principle of forensic science, provides a detailed description of the children's learning experiences, and interprets these experiences in relation to developing children's scientific inquiry skills: exploring and predicting, observing and recording, using equipment, using observation as evidence, and representing and communicating. It also illustrates how young children can readily engage in inquiry-based learning; educators, however, must provide the opportunities and support to stimulate this learning. In summary, the paper argues that a complex topic such as forensic science can be successfully implemented with young children, highlighting the competence of these children.