Language: English

Language: English

ISSN: 1054-0040

Abstract/Notes: This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness.

Language: English

DOI: 10.1080/02568543.2012.657744

ISSN: 0256-8543, 2150-2641

Language: English

Published: Garden City, New York: Anchor Press / Doubleday, 1975

Language: Dutch

Language: English

Published: Boston, Massachusetts: AMI-USA, 2000

Pages: 64-67

Abstract/Notes: The focus of this research is the spiritual experience of young children in early childhood educational settings. Spirituality is included in the New Zealand early childhood curriculum, Te Whariki, but is a relatively unarticulated aspect of educational practice. In order to find out how spirituality is supported in early childhood educational contexts this qualitative case study research took place in three early childhood settings: a Montessori casa, a private preschool and a Steiner (Waldorf) kindergarten. The methods used in the research included participant observation, interviews and focus groups. The teachers were asked to make a video about spirituality to reflect their own context and photographs were taken in each setting. The metaphor of spiritual landscape is used in this research. In this landscape everyday experience merged with the spiritual to form the concept of everyday spirituality. The cultural theories of everyday life supported a realisation that ordinary daily activity can become wonderful and mysterious when the spiritual dimension is realised. The themes that emerged from analysis of the case studies are conceptualised as transformative aspects of learning and relationships. They are aspects of everyday spirituality identified as spiritual withness; spiritual inbetweenness; and the spiritually elsewhere. Representing spiritual experience is challenging. The thesis is written in narrative form and contains core narratives as prose and poems. Using writing as a means of discovery made communicating spirituality through the medium of words a possibility. Spirituality is proposed to be an inclusive concept that affirms a sense of connection and this thesis found that all pedagogical practices in early childhood settings have the potential to include a spiritual aspect. In Aotearoa New Zealand many children lead their everyday lives in the context of an early childhood environment that includes teachers and parents as part of that community. This thesis argues that when everyday spirituality permeates early childhood contexts that all aspects of the curriculum are realised and the spiritual experience of everyone connected to that setting is supported.

Language: English

Published: Palmerston North, New Zealand, 2007

Language: English

Abstract/Notes: Includes sidebar, "New children's television advertising code"

Language: English

Language: English