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Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children.
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In: Journal of deaf studies and deaf education, vol 22, iss 1 (2017)
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Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. ...
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Implementing an early childhood curriculum in a different cultural context: an ethnographic study of Arabic early literacy practices in a Saudi Arabian preschool ...
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The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038 (2017)
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學齡前兒童語用發展文獻回顧與展望 ; Review of the Pragmatic Development of Preschool Children
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Zugänge zu sprachlichem und naturwissenschaftlichem Handeln von Vorschulkindern in didaktischer Perspektive - Theoretische Überlegungen und Erprobung von Forschungsinstrumenten
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In: Didaktik Deutsch : Halbjahresschrift für die Didaktik der deutschen Sprache und Literatur 22 (2017) 43, S. 57-77 (2017)
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Gender differences in children’s language: a meta-analysis of Slovenian studies ; Razlike med spoloma v govoru otrok: Metaanaliza slovenskih studij
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In: CEPS Journal 7 (2017) 2, S. 97-111 (2017)
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Desenvolvimento da linguagem oral em crianças de idade pré-escolar, com e sem necessidades educativas especiais
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Reflections on a Language Planning Project in Context
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In: Articles (2017)
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Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing
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In: Early Childhood and Elementary Education Dissertations (2017)
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Talking about Language in Pre-school: The Use of Video-Stimulated Recall with Emergent Bilingual Children
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In: Journal of Multilingual Education Research (2017)
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Neighbors Link's Parent-Child Together Program: Supporting Immigrant Parents' Integration to Promote School Readiness Among Their Emergent Bilingual Children
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In: Journal of Multilingual Education Research (2017)
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Room for Growth: Training and support for mother-tongue preschool teachers in the Guera region of Chad
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Contradiccions que emergeixen de la reflexió sobre la pràctica docent en contextos plurilingües i interculturals
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In: TDX (Tesis Doctorals en Xarxa) (2017)
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Relatório final da prática de ensino supervisionada ; O contributo dos jogos educativos no desenvolvimento linguístico de crianças do pré-escolar
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Modeling the Assessment of the Pre-School Children's Motor and Linguistic Skills
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In: International Letters of Social and Humanistic Sciences ; 13 ; 56-66 (2017)
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Storytelling and Emotional Response to Conflict
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In: Masters of Arts in Education Action Research Papers (2017)
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Problematising the present: the historical contribution of consultancy to early childhood education in Australia: 1960-1985
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Abstract:
© 2017 Kim Michelle Browne ; Consultative approaches in Victorian state funded kindergartens operate presently as the Preschool Field Officer (PSFO) program. Described as a service delivery model (DET, 2015a), the PSFO program is designed to ‘ensure that early childhood teachers and educators continually improve their capacity to provide young children who have additional needs with the experiences and opportunities that promote their learning and development, and enable then to participate meaningfully in the program’ (DET, 2015a, p. 8). Contemporary documents detailing the PSFO program have been recently revised within the context of shifts and reforms to early childhood education in Australia. The provision of early childhood education has arguably changed since the Council of Australian Governments (COAG, 2009) endorsed ‘Belonging, Being and Becoming: The Early Years Learning Framework for Australia’ (EYLF), the first national framework in Australia. Providing guidance to all practitioners working in early childhood education, including PSFOs, principles, practices and outcomes are framed within a model of collaboration with children, families and educators. Significantly, the EYLF advocates for practitioners to view children as competent learners (DEEWR, 2009). Currently, Victorian early childhood programs operate under both the national EYLF and the Victorian Early Years Learning Development Framework (VEYLDF), the Victorian State Government document introduced in 2009. This document guides early childhood professionals to work with children from birth to eight years through a focus on outcomes, practice principles and transitions. Positioned within these curriculum documents, early childhood educators’ practices thread between early years’ programs and also the school-based Victorian Curriculum and transition to school frameworks. Underpinned by Foucault's genealogical approach (1977) and ethnography, this study critically examines written and visual documents, by examining and rendering visible complex processes and discursive shifts from the 1960 – 1985 timeframe. Texts selected for examination included contemporary and past Victorian State Government documents and visual images authorised by the National Union of Australian University Students (Roper, 1971). By interpreting the complex processes and changes over this timeframe, an opportunity presents to understand by attempting to make meaning of what might be now known about contemporary consultative services operating in Victorian kindergartens. The findings in this study indicate that in contemporary times discourses of governmentality dominate consultative practices, compelling PSFOs to enact ‘techniques and procedures for directing human behaviour’ (Foucault, 1997, p. 81), in a myriad of complex and contradictory manners. Juxtaposed with practices in the past, I argue that (inter)relating multiple discourses have historically dominated early childhood education. Discourses include: health with supervision, additional needs education with developmentalism, and community organisations with welfare and arguably remain deeply embedded in contemporary consultative practices, forming part of current governing agendas. What may be missing is that children and families are often swept up in the governmentality of consultancy, both historically and currently. Under the guise of collaborative partnerships and capacity building, where children and families are viewed as capable and listened to, it may be argued that consultative practices appear inclusive of the voice of children and families. However, while it appears that this is a shift away from a deficit-based approach, it emerged through the analysis of the data that a lack of transparency and authenticity pervades in these relations. In contemporary times the PSFO program as a consultative body, has come to be an authoritative entity in preschools. Revealing discourses is one means to problematise what may be (un)known about claims which prevail as truth and the authority accorded to circulating privileged agendas and productive moments, but also points to times which are rendered silent. Examining power-knowledge relations producing dominant discourses can rupture certain truth claims and open possibilities to reconstruct new ways to conceive consultative practices in kindergartens and also for a reconceptualisation of ‘understanding of how to do things differently’ (Ailwood, 2004, p. 30).
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Keyword:
additional needs; capacity building; collaborative partnership; consultancy; consultative service; discourse; early childhood education; ethnography; EYLF; Foucault; genealogy; governmentality; inclusion; kindergarten; neoliberal; policy; poststructural; power-knowledge relations; preschool; preschool field officer; school readiness; VEYLDF
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URL: http://hdl.handle.net/11343/213881
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Aldeane Comito Ries Elementary School
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In: First-Year Seminar Posters (COE 102/103) (2017)
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Speech and Language Therapy Services for children in the Maldives: Preschool Principals' Perspectives
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