Abstract/Notes: "Résumé de la belle conférence faite le 4 aout, en francais, au Congrés de Nice".

Language: French

ISSN: 2492-3524

Abstract/Notes: We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.

Language: English

DOI: 10.2105/AJPH.2015.302630

ISSN: 0090-0036, 1541-0048

Language: English

DOI: 10.1016/j.sbspro.2013.10.102

ISSN: 1877-0428

Language: English

Abstract/Notes: This article discusses participative action research performed by a network consisting of researchers and student-teachers of a University of Applied Sciences and teachers and pupils of four primary schools in the Netherlands. The research took place in the context of the research group ‘Behaviour and Research in the Educational Praxis’. The primary schools focused on inclusive education in order to allow children with special educational needs to participate in mainstream schools. The central idea of the research project was to integrate the insiders’ perspective of the teachers with the outsiders’ perspective of the university researchers. Therefore, the research project combined process and content goals. The research lasted from September 2008 to June 2010, and consisted of five different stages: orientation, general and specific exploration, reconstruction and overall analysis. This article describes the goals and results of each of these stages. The article concludes with a final discussion on the main findings. An important result included a nuanced view of teachers on their power position in the classroom. Teachers facilitated children to increase their own responsibility for their behaviour and their interaction with their classmates and the teacher. This seemed to provide a basis for a more organic order in the classroom, which was less dependent on the interventions of the teacher.

Language: English

DOI: 10.1080/09650792.2012.676302

ISSN: 0965-0792

Language: English

ISSN: 1071-6246

Abstract/Notes: This research study was conducted to see and understand the importance and positive effects of multi-age grouping classrooms on children’s social and emotional development. Themulti-age grouping study emphasize that a child can learn and become more confident in a group of  fellows of different ages in a better way than of in the same age group. The Research works on different social and emotional aspects in a child’s life through discussing views of educationalists and psychologists. Some of them have been noted in literature review, then there is an analysis and conclusion too. There is an interview conducted with a head of a pre-school which follows system of mixed-age classroom and a questionnaire has been made to get reviews of the teachers. The findings concluded that the children getting education in multi-age grouping are far more active socially and emotionally than the children in regular same age group classrooms, however it is also needed to give awareness regarding the system of education as it is not very common in our society.

Language: English

DOI: 10.5281/zenodo.4701151

ISSN: 1068-3844

Language: Italian

ISSN: 2421-440X, 2723-9004

Abstract/Notes: The current study aims to explore the effectiveness of Montessori Method in the Algerian EFL primary classrooms. This research was conducted through mixed method (qualitative and quantitative methods), and the data was collected through Observation and questionnaire. For the observation, the participants were third year EFL primary teacher and her learners, who are 30 students divided into 17 girls and 13 boys, in Saad Saoud El Messoud primary school in Bordj Bou Arreridj, Algeria. The participants of the questionnaire were 30 EFL primary teachers, it is an online questionnaire conducted through Google form platform. The aim of the research is to find out whether the EFL primary teachers are implementing the principles of the MM or not, and to figure out if the manners, actions, and behaviours used by the teacher are appropriate for the learning process or not. However, after the answers of the questionnaire and the 9 hours of observation during 3 months, the authors find out that the MM is not implemented by the EFL primary teachers, because there is no freedom, no choices, and no appropriate materials and environment for the young learners. Thus, the findings encourage the need for the EFL teachers to identify and imitate the aspects of the Montessori Method

Language: English

Published: El Anceur, Algeria, 2023

Language: English

ISSN: 1071-6246