Learning Experiences For Young Children Research Articles

How We Learn Together: Young Children (and Their Mums) Using Animal Metaphors and Imagery to Understand and Manage Learning

In this paper I discuss the "Language for Learning" project which used animal metaphors and imagery in an early childhood education setting as a way of enabling children to understand and manage their own learning. The concept of "learning power" was communicated through metaphor and the use of image, movement, and music, which in turn led to the development of a rich and local language for learning. An unexpected outcome of this project was its capacity to generate positive learning experiences for young children and their parents, and to generate personal and social transformation within the wider community.

Characterizing Key Features of the Early Childhood Professional Development Literature

Professional development (PD) has been defined as facilitated teaching and learning experiences designed to enhance practitioners' knowledge, skills, and dispositions as well as their capacity to provide high-quality early learning experiences for young children. The purpose of this study was to use a framework from the National Professional Development Center on Inclusion (2008) to characterize key components of early childhood PD by conducting a descriptive systematic review of empirical literature. Two hundred fifty-six studies were identified that met specified inclusion criteria: (a) described a type of PD, (b) involved early childhood practitioners who were working with children birth through the age of 5 years, and (c) reported empirical evidence about PD outcomes for either early childhood practitioners or children. Findings revealed that studies typically included information about PD recipients, the topic or content focus of the PD, and the type of facilitated teaching and learning experiences provided. Seventy-four percent of the reviewed studies included systematic follow-up as a component of the facilitated teaching and learning experiences but limited information was provided about dose and fidelity of implementation of the follow-up. The review provides a descriptive characterization of the who, what, and how of early childhood PD. These data complement an emerging experimental intervention literature focused on second-generation PD research questions. We discuss the need to reach consensus about reporting key components of PD interventions to facilitate interpretations of relationships among PD interventions, improvements in practice, and desired child outcomes.

Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children

This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.

‘Being in the World’: The event of learning

This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of ‘Being’ and as the result of learners’ engagement with the world in their own, unique, intentional manners. The learners’ intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio‐cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them.

Pedagogy and possibility thinking in the early years

Connecting to current work in the area of creative pedagogies, this paper reports findings of an exploratory study that sought to identify what characterises possibility thinking in young children's learning experiences and how teachers’ pedagogical practice fosters this critical aspect of creativity. It focuses in particular on pedagogy, seeking to demonstrate how approaches adopted facilitated children's possibility thinking. Possibility thinking has been conceptualised as being central to creative learning although its role, as manifest in the learning engagement of children and the pedagogical strategies of practitioners has not been fully illuminated. The co-participative research team involved in this study comprised staff in an early childhood centre, in an infant and a primary school, working collaboratively with three university-based researchers. The 12-month long segment of a longer study employed various data collection methods including video-stimulated review (VSR) to facilitate reflection, critical conversations, classroom observation, interviews and examination of planning documents. The paper illuminates the perspectives and embedded values that the teachers expressed whilst reflecting upon their practice, and highlights common pedagogical themes, including the practice of ‘standing back’, profiling learner agency and creating time and space. Particular strategies were employed by each of the teachers. These approaches appeared to foster possibility thinking in young learners. In addition, the paper considers the development of the teachers’ thinking through the phases of the research process and presents a model for conceptualising a pedagogy of possibility thinking.

Exploring Visual Displays involving Beanie Baby Data

SummaryThis article describes the learning experiences of young children meeting stem‐and‐leaf plots for the first time.

The influence of researcher-teacher collaboration on the effectiveness of the early learning of four year olds in schools in England

SUMMARY This paper explores the potential for enhancing the effectiveness of the early learning experiences of young children, as a consequence of a genuine collaboration between researchers and teachers. The content extends from an eighteen month fieldwork period. This involved a critical analysis and evaluation of the relationship between four year old children and teachers in effective early learning. The study took place in Birmingham, UK. where all children are admitted to school at four years old. The fieldwork was compiled from two independent yet interdependent components. •Empirical research (January 1995 – July 1995) •Action research (September 1995 – July 1996) Analysis of the empirical research (Mould, 1995) provided an essential foundation for the collaborative action research period. The nature of the sequential study provides the main focus for this paper. The study has illustrated the productive role of the researcher — teacher relationship in enhancing the effectiveness of the early learning and emotional well-being of young children. Results imply that the positive result of this development was dependent on the enhanced learning and well-being expressed by the teachers and researcher. Interim analysis indicates that those teachers who strive toward their optimum levels of ‘learning and well-being’ are in the most appropriate position to provide children with the ‘the best possible’ experiences.

Early Child Care and Education at Hull House: Voices from the Past, Challenges for the Future

Poverty, homelessness, lack of health care among families with young children—these problems of today were also faced by Jane Addams in Hull House 100 years ago. Hull House was a mini-community that offered a safe physical environment filled with beauty. It also served as a connection to the larger neighborhood and world while sheltering its early childhood programs. There were day nurseries, kindergartens, services for handicapped children, and kindergarten teacher education. Curricula were implemented that emphasized not only physical and cognitive development but also aesthetics to build the inner spirits of the children. Varieties of learning opportunities (many in the arts and humanities) were offered to the community. Advocacy was carried out based on information provided by residents surrounding Hull House—through neighborly conversations and carefully designed surveys. Paternalism was evident—curriculum and environment were reflective of the dominant society orientation, and advocacy was sometimes done for the community members. The issues raised by Hull House offer challenges for present and from early childhood programs—challenges in organizational structure, in provision of curriculum and learning experiences for young children and their families, and in joint advocacy efforts.

An Analysis of Response-Contingent Learning Experiences for Young Children

The effects of contingent feedback on the learning and affective behavior of young children with severe and multiple handicaps was examined. Three children, ranging in age from 8 months to 25 months, were provided contingent learning experiences via electromechanical apparatus. The study addressed three questions: (a) Could these young children be taught to increase the frequency of a low incidence behavior through the use of contingent feedback?, (b) Could electromechanical devices operated by parents be utilized for this training?, (c) Did these response-contingent learning experiences facilitate development of an awareness of the contingent feedback as measured by increased positive affective responses and attention? Results indicated that all three children increased the frequency of the target behavior. The data are equivocal as to whether or not children showed an awareness of the response-contingent feedback. These findings are discussed in light of developmental and learning theories. Implications for intervention are also discussed.