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Article
POMA: A Tangible User Interface to Improve Social and Cognitive Skills of Sri Lankan Children with ASD
Available from: ScienceDirect
Publication: International Journal of Human-Computer Studies, vol. 144
Date: Dec 2020
Pages: Article 102486
Asia, Autism in children, Information and communications technology (ICT), South Asia, Sri Lanka, Technology and children
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Abstract/Notes: A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.
Language: English
DOI: 10.1016/j.ijhcs.2020.102486
ISSN: 1071-5819
Article
A Study of Social Education in Montessori Pedagogy / Montessori 사회교육에 관한 고찰
Available from: RISS
Publication: 유아교육연구 / Korean Journal of Early Childhood Education, vol. 16, no. 2
Date: 1996
Pages: 71-86
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Abstract/Notes: Montessori cared a great deal about social education, but her work in this area has been largely ignored. Emphasis has instead been disproportionately on her work with the individual. However, Montessori was very concerned with preparing an environment for the growth of the social individual. This study touches on five recommendations in her work directly related to social education. She was an advocate of 1) mixed-age grouping, 2) classrooms without doors and walls to allow children to move about freely, 3) daily routine training, 4) restricting teaching materials, and 5) learning cooperation through group activities. / Montessori에 의해 중요하게 다루어진 주제인 "사회교육"은 여러 가지 이유로 부정적인 입장에서 해석되어지거나, 도외시 되어왔다. 그의 교육사상에서 사회교육이 차지하고 있는 위치나 중요성을 볼 때 이와 같은 입장은 Montessori를 잘못 이해한 결과라 하겠다. 본 연구는 지금까지 맡은 부분 잘못 이해되어 왔던 그의 사회교육사상과 교육방법을 고찰한 것이다. Montessori의 사회교육에는 개별성과 사회성이 서로 상호보완의 긴장과 조화의 관계를 이루면서, 인생의 모든 단계에서의 인격의 통일성과 완전성을 위한 통합적인 노력이 이루어지고 있다. Montessori는 자신의 인류학, 생물학, 의학, 그리고 교육학적 지식을 총동원하여 사회교육적 이론과 바람직한 사회교육을 실현하는 교육방법을 정립하였다. 그의 사회교육은 교육의 한 분과가 아니라 교육의 총체적인 통할을 이루고 있다.
Language: Korean
ISSN: 1226-9565, 2733-9637
Article
Educazione sociale
Available from: Atlante Montessori
Publication: Montessori: rivista bimestrale dell'Opera Montessori, vol. 1, no. 3
Date: May-Jun 1932
Pages: 131-150
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Language: Italian
Book Section
Curricula are Social Processes
Available from: Taylor and Francis Online
Book Title: Schooling, Ideology and the Curriculum
Pages: 153-167
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Abstract/Notes: During the 1960s a number of curriculum innovations were presented to schools: French for primary schools; Nuffield science; Mathematics for the Majority; the Humanities Curriculum Project and Man, a Course of Study (MACOS). Those who were given, or took upon themselves, the task of disseminating these innovations soon became aware that curriculum content was inextricably linked to the social processes of interaction between teachers and between teachers and pupils. The implementation of a new curriculum subject implied more than merely a change in what was taught, it also implied a change in social relationships. Hamilton 2 expressed it in these terms:the introduction of integrated studies is not merely equivalent to introducing a new syllabus but implies a radical change of emphasis in the organisational context and thinking of secondary education . .. simple questions of content cannot be separated from complex questions of grouping children by ability, from questions of 'responsibility' and authority, or, even from questions of school democracy.
Language: English
Published: London: Routledge, 2012
ISBN: 978-0-203-12886-2
Article
La funzione del gioco nella costruzione della socialità
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 20, no. 10-11
Date: Jul-Aug 1971
Pages: 17-22
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Language: Italian
ISSN: 0042-7241
Article
Prefiudizi sociali e letterature infantile
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 22, no. 10-11
Date: Jul-Aug 1973
Pages: 19-20
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Language: Italian
ISSN: 0042-7241
Article
Prospettive ed ojiettivi sociali dell'educazione linguistica
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 24, no. 12
Date: Sep 1975
Pages: 5-9
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Language: Italian
ISSN: 0042-7241
Article
Un problema educativo e sociale: dal dialetto alla lingua
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 24, no. 12
Date: Sep 1975
Pages: 3-4
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Language: Italian
ISSN: 0042-7241
Article
La socialità come idea e prassi pedagogica
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 25, no. 12
Date: Sep 1976
Pages: 29-30
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Language: Italian
ISSN: 0042-7241
Article
Asili nido come servizio sociale educativo: limiti della legge 1044 del 1971 istitutiva degli asili nido
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 28, no. 11-12
Date: Aug-Sep 1979
Pages: 37-40
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Language: Italian
ISSN: 0042-7241