Children's Ideas Research Articles

Use of Scaffold Method by Pre-School Teachers in Teaching Mathematics in Nigeria

Purpose: The goal of the study was to determine how frequently pre-school instructors used the scaffolding teaching style when instructing math. 
 Methodology: Ex-post-facto research is the type of research that is used. Both descriptive and inferential approaches were used to examine the data. 
 Results: The study found that only one of the elements or scaffolding, namely directing, was being used at an appropriate mean frequency level score of 64.2 while the other five had low mean usage ranging between 4.5 and 23.7. These others are soliciting (4.5), child's idea (10.8), encouraging (12.0) questioning (18.8), and freedom (23.7). 
 Conclusion: None of the research's independent factors such as training program, teaching experience, and class size. The frequency of usage of the scaffolding teaching approach was shown to be significantly influenced by preschool teachers' attitudes on its use, math proficiency, and school administration. 
 Recommendations: The study advises maintenance of focus on ongoing instruction in the approach during in-service training in order to increase math performance. It also recommend that more research be done on other factors including age, gender, and marital status that may have an impact on the scaffolding teaching method.

Student Opinions on the Use of High-Tech Mobile Devices in the Design of Digital Games for Learning

Schools have adopted digital technologies as a strategy for learning and teaching activities because it offers opportunities for scaffolding. This strategy has been implemented in conjunction with creative activities. In addition, activities based on digital games, known as digital game-based learning (DGBL), and various mobile technologies, have been piloted in schools over the past few years to develop innovative learning. The purpose of this research is to investigate how children's collaborative interactions develop while participating in activities requiring them to solve problems utilizing intelligent and mobile technology. Our research combines theoretical viewpoints on joint participation, affordances, and a sense of community in the context of collaborative interactions. This is done with a contextual perspective on learning as its starting point. The following are some of the questions posed in this research: (1) How do children's digital game design activities drive and support collaborative interactions while they are engaged in problem-solving activities? Furthermore, (2) How do children's ideas for designing digital games manifest themselves during activities involving the design of games that involve innovative mobile technology? The study is based on a case where a creative workshop was held with 22 Swedish third-grade children aged 9 to 10 years old who participated in game design activities in a pedagogical lab. When the children worked together to solve the problem of designing and producing a joint digital game idea using mobile technology, a sense of community emerged due to their efforts. The study's results were analyzed using a thematic approach, which revealed that the children used different orientations in their collaborative interactions. Based on this, we argue that it is crucial to be aware of the pedagogical context when preparing for educational activities that involve innovative mobile technology. This is because the pedagogical context is the aspect of the design that creates meaningful collaborative interactions, and it is only then that innovative mobile technology becomes smart. These findings have significant ramifications for the methodological field of incorporating cutting-edge mobile technology into various types of educational settings

Science at the center: Meaningful science learning in a preschool classroom

AbstractEven though children are natural scientists, many preschools isolate and limit science, which can cause children to miss out on valuable learning experiences and school readiness skills. Additionally, minimizing science at the preschool level fails to set a solid foundation for K‐12 science education. In this single case study, we focused on the experiences and daily work of one constructivist‐oriented preschool teacher who utilized science‐based guided play and emergent curriculum as vehicles for important aspects of preschool learning. Findings demonstrate that with careful planning and intention, science can be utilized as a context for nonscience preschool learning objectives outlined by the National Association for the Education of Young Children, such as socioemotional development and early literacy. Further, being purposeful about taking up children's ideas about science can lead to rigorous engagement in the three dimensions of science found in the A Framework for K‐12 Education as well as the Nature of Science. What is notable in this case study is that the teacher did not fundamentally alter her instruction, nor did she take up a prescribed science curriculum; rather, she utilized children's science noticings and wonderings about the world to build meaningful learning experiences. In this way, we see the efforts and outcomes of this teacher being attainable by other preschool teachers. From these findings, we put forward the Integrated Preschool Science Framework that can be used by researchers and teacher educators to think more deeply about how placing science at the center of preschoolers' learning can provide rich opportunities for supporting preschools in multiple learning domains.

Formation of Preschool Children's Ideas about "Manly" Professions

Formation of Preschool Children's Ideas about "Manly" Professions

Centering Children's Voices and Purposes in Multimodality Research

The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.

СЕНСИТИВНІСТЬ В АСПЕКТІ ФОРМУВАННЯ ЦІННІСНОГО СТАВЛЕННЯ ДО МОРАЛЬНО-ПРАВОВИХ НОРМ У ДІТЕЙ

Legal education of children at the stages of preschool and primary school age, when the foundation of citizenship, morality, legal education is laid, the effectiveness of which depends on the effectiveness of the process of becoming a responsible citizen of the country. The article deals with the prospects of forming a value attitude to moral and legal norms in children based on a survey of their parents and teachers. It is noted that receiving information from an adult about human rights, the child begins to relate them to moral values. Gradually, the moral and legal ideas that are formed in the child, form a personal system of legal ideals and beliefs, on the basis of which she will later be able to assess legal information, forming its own sensitivity to the assimilation of legal norms. In particular, the child first learns the moral norms on the basis of which he is able to evaluate actions for morality or immorality ("what is good and what is bad", "what can be done and what should be avoided"). In this way, the child in his behavior is adjusted to actions in accordance with the norms of morality. Gradually, it becomes available to understand the child that people are punished for certain antisocial, illegal acts (sometimes children are afraid that they will be taken to the police), according to state laws, awareness of the existence and functioning of institutions with punitive powers. In the future, adults should form children's ideas about human offenses in terms of their legal behavior or vice versa - immorality and inadmissibility of certain actions and deeds, as well as acts contrary to the principles of law already known to children and violate the rights of others. The result of this process is the child's awareness of the injustice of the offense and the differentiation of its legal and moral ideas, which allows you to assess the behavior of yourself and others from the standpoint of justice-injustice with the legitimacy of priority and significance. In this approach, the moral assessment of fair behavior is perceived by the child as secondary.

Outdoor Learning With Outbond Variations 21st Century Social Studies Learning Alternative

Social studies learning process has not been implemented optimally. The application of the Outbound variation of the Outdoor Learning method as a solution to this problem . The instrument used was an observation sheet for student creativity and collaboration. The implementation of learning using an outdoor learning strategy with outbound variations is carried out optimally with very good criteria. The application of this method is carried out by inviting students to study outside the classroom (out door learning) to increase student creativity and collaboration in a pleasant learning atmosphere. The outdoor learning approach (outdoor learning) of outbound variations for children is very useful, it is a learning program (training) for children carried out in the open based on the principle of "experimental learning" (learning through direct experience) which is presented in the form of games, stimulus, discussion and adventure as a medium for delivering material. This outbound learning aims to overcome the problems of children who lack motivation in learning activities, improve children's self-competence, develop abilities and creative ideas. The 21st century learning model includes: first, learning is directed at encouraging students to find out from various sources, not being told. Second, learning is directed to be able to formulate problems or ask questions, not just solve problems or answer. Third, learning is directed at training analytical thinking, as in the case of the decision-making process, not mechanistic and routine thinking. Fourth, learning emphasizes the importance of cooperation and collaboration in solving problems.

Professional Training of Future Educators for the Usage of Ethnological-Aesthetic Means in Work with Children of Senior Preschool Age

The relevance of professional training of future educators of IPE (institution of preschool education) for usage ethnological-aesthetic means in work with children is substantiated in the article. The concept of "means" is concretized and a complex of ethnological-aesthetic means, effective for the forming in preschool age children's ideas about culture, life, traditions, customs, rites of the Ukrainian people and aesthetic taste (folk toys, crafts and handicrafts, state and folk symbols, everyday life, arts and crafts) is proposed. Importance of involving senior preschool age children in folk crafts and handicrafts, arts, making folk toys is actualized, which promotes patriotism, development of personal qualities such as kindness, compassion, courage. The role of aesthetics of everyday life, state and national symbols in awareness of the beauty of the surrounding reality by child is determined. The paper suggests theoretical and methodological aspects of professional training of students for decorative drawing and decorative application classes (drawing and application of Easter eggs on planar forms, Yavoriv toys, exercises in elements of Hutsul and Petrykivka painting), making a folk toys from various materials (threads, fabric, hay, straw), modeling visits to a virtual museum in work with senior preschool age children; the importance of such classes for mental, speech development, preparation for schooling of senior preschool age children is substantiated. The pedagogical conditions for the effectiveness of the usage of ethnological-aesthetic means in the practice of institutions of preschool education are proposed. The authors emphasize the importance of training future educators to create an appropriate educational environment, develop skills to select tools and methods for work with children that would promote their creative attitude to the aesthetic development of reality, reflecting it in their own creative activities.

THE IMAGE OF CHILDHOOD IN THE SHORT STORIES BY FYODOR SOLOGUB

The article analyzes the features of the artistic embodiment of the image of childhood in the short stories by Fedor Sologub, a Russian writer of the late XIX — early XX century. In his works, the author turned to the theme of the tragedy of human earthly existence and the image of a suffering child. The theme of childhood in Sologub’s creative quest is integrated in the context of the leading artistic and aesthetic trends, trends, styles of the turn-of-the-century period – symbolism, naturalism, decadence. In his short stories, which address children's images and destinies, Fyodor Sologub assigns a dominant role to symbols. The writer’s works about childhood contain numerous symbolic images that acquire unexpected forms and semantic content. The author delves into the world of children's consciousness, which is turned towards transcendental, supersensible knowledge. In this regard, Sologub’s short stories are saturated with images of death and motifs of a child’s altered consciousness. The essential features of Fyodor Sologub’s ideas of childhood are determined by the specifics of his philosophical beliefs. The writer’s creative path and his worldview are inextricably linked with the philosophical views of Arthur Schopenhauer and Friedrich Nietzsche. The author’s desire to embody the cult of beauty, death and madness in his works of fiction about children was the result of his fascination with the ideas of German philosophers. The theme of the child hero’s departure from the hardships of earthly reality into the world of dreams, art, beauty, madness, death was prioritized in the writer’s work. The saturation of texts with landscape and color images, which are often juxtaposed, contrasted, was an important setting of the artistic world of Sologub’s short stories about childhood. Color symbolism is extremely significant in the works of the writer, revealing the theme of childhood. The ambiguity and semantic saturation of color imagery endows the short stories about childhood with uniqueness and individuality. The principle of duality, the idea of the supra-world nature of the child-hero, the borderline of his inner worldview was expressed in the writer's prose devoted to the theme of childhood. The image of a child appearing in the short stories fully reflects the author’s belief in the mystery, uniqueness, and incomprehensibility of the inner world of a little person. The writer felt close to the theme of suffering and humiliation of a child, which first emerged and was fully shaped in the Russian literature of the XIX century.

Modern technologies for the formation of legal literacy of preschoolers as the basis for the sustainable development of the education system

The article deals with theoretical ideas about legal literacy and legal culture of preschoolers as the basis for sustainable development of the education system. The essential characteristics of the concept "legal literacy for senior preschool children" at the initial stages of personality formation as a combination of the following components have been determined: children's ideas about rights and obligations, values of morality and law, assessment of their own actions and behavior of other people from the point of view of the rule of law. The author's technology for the formation of legal literacy in senior preschool age is described (a cycle of educational events, joint activities of teachers and children, free activities of children, etc.). In the course of the experiment, methodological support was developed for the process of forming the foundations of legal literacy in children of senior preschool age: “a piggy bank of legal stories”, scenarios for ethical conversations, discussions, travel games; projects aimed at studying family traditions, holidays, rules of conduct, ensuring rights and freedoms in families of preschoolers: traditions of grandparents, work plan of the young parents club; requirements for the organization of a developing object-spatial environment.

Support Children to Develop Desire in Science, Technical and Technology Education: The Case of Kinondoni Pre-Primary Classroom, Tanzania

Recent studies have shown that science, technical and technological fields are underrepresented academically and professionally from school to university level. The interests in learning such fields can be traced back from early childhood education to higher learning levels. Recent studies have shown that science, technical and technological fields are underrepresented academically and professionally from school to university level. The interests in learning such fields can be traced back from early childhood education to higher learning levels. Studies revealed that teaching and learning materials either guided or free when integrated into children's games and plays become valuable resources that create desires int learning these subjects. This study therefore, explored on the supportive teaching and learning materials employed by teachers and parents in children's game and plays to build their desire and interests of learning the subjects. The study was conducted in Kinondoni district, Tanzania. The study employed a mixed method approach based on descriptive survey design. The study collected data from 230 participants in 20 pre-primary classes. Purposive sampling was for teachers and parents. Random stratifies sampling technique adopted to get pre-primary classes. Findings revealed that children curiosity and interest in learning science, technical and technological elements are impacted by improper and inadequate supportive learning materials. Also, types of plays and games engaged in, classroom environment, parent's participation in children plays and communication done to children. Majority 20 (100%) teacher were employing certain common games and plays those bored children. Many 16 (80%) teachers do not implement recommended supportive materials effectively. The study concluded that supported children demonstrate curiosity and interest which build foundation for future professionals, expertise and specialists. The study recommends for positive support to children's ideas, natural curiosity and perspectives to enhance their interest in learning science, technical and technology aspects.

A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness

AbstractObjectiveThis exploratory qualitative study examined whether parents of young children residing in emergency housing endorse autonomy‐supportive parenting values.BackgroundYoung children experiencing homelessness are at increased risk for self‐regulation difficulties, but one possible way to support self‐regulation development during a window of plasticity in the preschool period is through autonomy‐supportive parenting. Autonomy support has been shown to uniquely predict early self‐regulation skills. However, there is also evidence to suggest that autonomy support could be problematic in risky environments.MethodTwenty‐one parents of 3‐ to 6‐year‐old children participated in a brief interview about parenting and self‐regulation development. Guided by self‐determination theory, the interviews were subsequently coded for themes related to autonomy support.ResultsParents endorsed ideas consistent with autonomy support, such as recognizing children's capabilities and listening to children's ideas. However, parents also viewed some behaviors, such as offering young children choices, to be less acceptable.ConclusionFindings suggest that parents experiencing homelessness may provide autonomy support in different ways than parents in more stable living conditions or from higher socioeconomic backgrounds.ImplicationsParenting interventions that aim to promote early self‐regulation development through autonomy‐supportive practices might consider tailoring intervention components to align with the socialization priorities of families experiencing homelessness.

Children's vision of the covid-19 pandemic: gender-specific views of older preschoolers and younger schoolchildren

Introduction. This article presents the results of the research project "Children's Vision of the COVID-19 pandemic" implemented in 2020. According to many experts, the COVID-19 pandemic has led to negative consequences for the physical (somatic), psychic and psychological and the health of the population. The works of foreign and domestic authors state the facts of a number of negative psychological effects of an emotional, mental and behavioral nature. However, against the background of the available research, a significant gap is found, which concerns the children's version of the perception of the situation of the pandemic and forced isolation, and above all its gender specificity in relation to the stage of early ontogenesis – senior preschool and primary school age.Materials and Methods. To collect the actual data, a projective verbal method of writing a story on the theme "The Tale of the Coronavirus" was used. In total, 138 stories were collected (68 of them were composed by girls and 70 by boys), the content analysis of which was carried out through the open coding procedure. Comparative gender analysis of the texts of the stories was conducted in seven main categories: "characteristics of the coronavirus", "origin of the coronavirus", "current (frustrated) needs", "resources for overcoming difficulties", "emotions", "key events" and "gender of the characters".Results. The data obtained showed the predominantly negative nature of children's views of the coronavirus, pronounced discomfort in most of them caused by frustration of the needs for security, freedom, positive emotions and social contacts, the predominance of a mostly anxious emotional background of the perception of the pandemic situation with a predominance of fear, as well as a special emphasis on such resources for overcoming difficulties as compliance with preventive measures and hygiene rules, medical care and restriction of activity. At the same time, the gender specificity of children's ideas about the COVID-19 pandemic was found, which consists in a more pronounced orientation towards people of their own sex, emphasizing their own role in solving the problem and focusing on active resistance to the threat in boys and focusing on the emotional side of events, emphasizing the role of others and waiting for salvation from outside in girls.Discussion and Conclusions. According to the results of the study, it is concluded that the content of ideas about the COVID-19 pandemic and self-isolation of girls and boys of senior preschool and primary school age, along with general trends, has a gender specificity, which reflects the results of differentiated gender socialization prevailing at the stages of early ontogenesis, based on the tradition of gender polarization.

Considering uncontaminated food as an early-emerging and previously ignored disgust elicitor.

The present studies examine developmental changes in the elicitors of disgust by examining adults' and children's ideas of what is disgusting. In three experiments, we asked adults and children between the ages of 3 and 12 to report what is "disgusting," what is "gross," or what might have caused someone to make a disgust face. In Study 1, parents of 3- to 12-year-old children (n = 120) were asked what they thought was disgusting and what they thought their children would find disgusting and completed a picky eating questionnaire to examine the extent to which children's eating habits may be related to disgust. In Studies 2 and 3 (n = 98 per study), children were asked what they thought was disgusting. In Study 3, children's parents also completed a questionnaire about their child's food pickiness. Typically eaten foods that were not contaminated or spoiled were frequently mentioned in all studies, both by children and their parents. There was considerable diversity in the disgust elicitors that were mentioned across participants, highlighting the importance of examining individual differences in the development of disgust. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

“I Feel Good When I Sing It Right”: Singing Agency in Children

Abstract The purpose of this qualitative study was to gain insight into learner perceptions of their singing agency (their belief in their capacity to sing aloud) in their elementary school music class. Guiding research questions focused on children's ideas about learning experiences that might foster or hinder singing agency. Data included field notes from classroom observations, video recordings of class sessions, semistructured interviews with 93 individual learners and the music teacher, and written responses from 175 children ages 8–11. Data analysis revealed four emergent themes: Participants ages 8–11 linked perceptions of singing agency with both (a) vocal skill and (b) musical understanding. At around age 9, (c) pervasive characteristics of perfectionism emerged, relating to perceived mistakes or quality of performance, hindering singing agency, and (d) participatory, authentically meaningful singing experiences enhance singing agency, despite psychological phenomena developmentally occurring at age 9. Implications for music education practice and further research are discussed.

Children's Ideas About What Can Really Happen: The Impact of Age and Religious Background.

Five- to 11-year-old U.S. children, from either a religious or secular background, judged whether story events could really happen. There were four different types of stories: magical stories violating ordinary causal regularities; religious stories also violating ordinary causal regularities but via a divine agent; unusual stories not violating ordinary causal regularities but with an improbable event; and realistic stories not violating ordinary causal regularities and with no improbable event. Overall, children were less likely to judge that religious and magical stories could really happen than unusual and realistic stories although religious children were more likely than secular children to judge that religious stories could really happen. Irrespective of background, children frequently invoked causal regularities in justifying their judgments. Thus, in justifying their conclusion that a story could really happen, children often invoked a causal regularity, whereas in justifying their conclusion that a story could not really happen, they often pointed to the violation of causal regularity. Overall, the findings show that children appraise the likelihood of story events actually happening in light of their beliefs about causal regularities. A religious upbringing does not impact the frequency with which children invoke causal regularities in judging what can happen, even if it does impact the type of causal factors that children endorse.

From children's ideas to prototypes for the internet of things: a case study of cross-generational end-user design

ABSTRACT A smart bracelet that reacts to a person's heartbeat. A smart bench that invites passers-by to sit close. These and others are smart things, part of the Internet of Things (IoT) and people's lives. However, people are mainly IoT consumers and rarely given the possibility of becoming IoT creators. This paper presents a case study concerning the design of smart things for outdoor environments, with end users as the main creators. Ideas of smart things were collaboratively conceptualised by child end-users with a card-based board game. Their ideas were taken up in the form of inspiration cards within a bachelor's first-year course, by students coming from different high schools. Students started from children's ideas as inspiration triggers and collaboratively evolved some of them into interactive smart-thing prototypes. The paper concludes by reflecting on its results and drawing lessons for future editions of cross-generational workshops related to IoT design with end users.

Implementasi Nilai-nilai Entrepreneur Bagi Anak Usia Dini Melalui Kegiatan Puncak Tema Pekerjaan di RA Darussalam

The purpose of this research is to describe the implementation of the top work theme activities in RA Darussalam Semanding Tuban and to describe the application of the entrepreneurial spirit in the peak activities of the work theme at RA Darussalam. This type of research is qualitative research with a descriptive approach. The research results show that the application of entrepreneurial values ​​is carried out in accordance with the Daily Learning Implementation Plan. The application of the entrepreneurial spirit is also applied through the peak of job themes such as fun cooking activities. The application of entrepreneurial values ​​through the top work theme activities can build children's creative ideas that have not been conveyed in other activities, they can find new ideas that have not yet emerged. Children are freer to be creative and at the same time motivate them with fun cooking activities so that later they can build honest, courageous and creative characters.

FORMATION OF PATRIOTIC CONCEPTS IN CHILDREN OF PREPARATION AGE THROUGH COMPLEX ACTIVITIES

This article discusses the formation of patriotic concepts in children of preparation age through complex activities. A distinctive feature of the development of preschool children's ideas about the homeland is that children may be aware of the fact of the existence of certain objects and events, but can not relate to them, that is, be indifferent to them. The child is not always able to see the moral principle in the environment independently, because many of the objects in it are neutral to the child's emotional life, if they have nothing to do with his life, a clear emotional attitude of adults is manifested. It is important for researchers to conclude that the entire education system should be focused on forming a positive assessment of emotions and attitudes using this knowledge.

Формирование у детей старшего дошкольного возраста представлений о правилах дорожного движения средствами мультимедиа технологий

The article substantiates the effectiveness of the use of multimedia technologies for the formation of ideas of older preschool children about the rules of the road. The role and significance of the participants of the educational process: teachers and parents in familiarizing children with the rules of the road is revealed. The corresponding traditional and innovative forms and methods of work with preschool children are considered. Special attention is paid to the analysis of the possibilities of information tools and software in enriching children's ideas about traffic rules. The topic of the NOD for expanding the horizons of older preschoolers about traffic rules is presented. The results of an online survey and questionnaire survey of teachers of preschool educational institutions about their use of multimedia tools in educational activities are presented. The conditions that contribute to the formation of older preschoolers ' ideas about the rules of behavior on the street are formulated.