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Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
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Associated functional network development and language abilities in children ...
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以肢體回應教學法將英語融入幼兒體能遊戲之行動研究 ; An Action Research about Using TPR to Integrate English Learning in Children's Physical Activities
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Interdisciplinary Approaches to the Study of Listening Effort in Young Children with Cochlear Implants
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In: Audiology Research; Volume 12; Issue 1; Pages: 1-9 (2021)
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Assessing Young Children’s Language and Nonverbal Communication in Oral Personal Narratives
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In: Michigan Reading Journal (2021)
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Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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Accessing school content using multiple languages in early childhood
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In: University of South Florida M3 Center Publishing (2021)
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Supporting languages: The socio-educational integration of migrant and refugee children and young people
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The application and influence of TPR teaching methods in online English enlightenment courses for children ages two to eight
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The effects of sign language training with young children: The tact
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運用Scratch互動式多媒體從事發展遲緩幼兒教學成效之個案研究 ; A Case Study of Engaging with Scratch Interactive Multimedia Instruction on the Teaching Effectiveness of a Retarded Child.
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Psychological adjustment and language development of young children in residential care ; Ajustamento psicológico e desenvolvimento da linguagem de crianças em acolhimento residencial
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The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam
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Dang, Tram Quynh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020
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In: Theses: Doctorates and Masters (2020)
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Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use
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In: Education Sciences ; Volume 10 ; Issue 2 (2020)
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How the classroom schools: A focused ethnography exploring the built classroom environment and its inhabitants in one kindergarten
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In: Dissertations - ALL (2020)
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Abstract:
This study is a focused ethnography around the sociology of a classroom’s built environment and its young inhabitants. I spent three months immersed in a kindergarten classroom where I used child-centered research methods (ie. the kids created collaborative and individual classroom maps and conducted child-led video tours) alongside participant observation to gather data related to how young children perceive and experience the materiality and spatiality of their classroom. As a result of grounded visual and multi-modal analysis, I centered the young children’s voices and perspectives and discovered how the kids picked up on certain physical and symbolic markers bounding zones of interaction in their built environment: territories for learning↔ work and privacy ↔ play. Patterns of mobility through these territories revealed how children in the classroom had uneven access to the profits afforded by the classroom’s space. My work reveals a strong intersection between smartness, agency, and access to resources through mobility (ie. physical action and vocal action) in the classroom tied to perceptions of kids’ conformity to norms and cultural alignment with the teacher’s expectations. The findings from this study are relevant to both teacher preparation programs and veteran teachers because they take into consideration how young children make sense of the learning opportunities afforded by different materials and places in the classroom as well as the impact of the spatial organization on classroom interactions. The results of this study point to the need to pay close attention to the perceptions of young children in school, for they are observant and pick up on the subtleties of their environment in ways that reproduce social norms. Educators should pay attention to how the classroom’s built and material environment is implicated in kids’ perceptions of what matters in school and their access to learning opportunities there. In this study, I consider equity of opportunity through the lens of the relational built environment, distribution of resources, and access in the classroom. Teachers and the professionals who prepare teachers can consider how the environments they design and use socialize kids into certain ways of being and belonging in the classroom
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Keyword:
Agency; Education; Learning Environment; Spatial; Young Children
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URL: https://surface.syr.edu/cgi/viewcontent.cgi?article=2203&context=etd https://surface.syr.edu/etd/1202
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Psychological adjustment and language development of young children in residential care ; Ajustamento psicológico e desenvolvimento da linguagem de crianças em acolhimento residencial
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Mental Sleep Activity and Disturbing Dreams in the Lifespan
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In: International Journal of Environmental Research and Public Health ; Volume 16 ; Issue 19 (2019)
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Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study
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