Showing papers in "Childhood education in 2002"
TL;DR: A Position Paper of the Association for Childhood Education International Play: Essential for all Children as discussed by the authors. But the position paper did not address the role of play in the development of children's development.
Abstract: (2002). A Position Paper of the Association for Childhood Education International PLAY: Essential for all Children. Childhood Education: Vol. 79, No. 1, pp. 33-39.
180 citations
TL;DR: In this article, the importance of play in children's development is discussed and a review of research on play in early childhood education is presented, with a focus on how much we know about play in child development.
Abstract: (2002). Review of Research: How Much Do We Know about the Importance of Play in Child Development? Childhood Education: Vol. 78, No. 4, pp. 230-233.
104 citations
TL;DR: In this article, Bibliotherapy in the classroom using literature to promote the development of emotional intelligence is discussed. But the authors do not consider the role of the teacher in this process.
Abstract: (2002). Bibliotherapy in the Classroom Using Literature to Promote the Development of Emotional Intelligence. Childhood Education: Vol. 79, No. 2, pp. 74-80.
75 citations
TL;DR: In this article, parents or pop culture? Children's Heroes and Role Models, Vol. 78, No. 3, pp. 161-168, are discussed. But the authors focus on the role of parents in children's education.
Abstract: (2002). Parents or Pop Culture? Children's Heroes and Role Models. Childhood Education: Vol. 78, No. 3, pp. 161-168.
69 citations
TL;DR: Supportive teacher-student relationships: Promoting the Social and Emotional Health of Early Adolescents with High Incidence Disabilities as mentioned in this paper have been used to promote the social and emotional health of early adolescents with high incidence disabilities.
Abstract: (2002). Supportive Teacher-Student Relationships: Promoting the Social and Emotional Health of Early Adolescents with High Incidence Disabilities. Childhood Education: Vol. 78, Our Crisis in Children's Mental Health, pp. 285-290.
64 citations
TL;DR: For Parents Particularly: To be Successful, Let Them Play! Childhood Education: Vol. 79, No. 2, pp. 101-102 as discussed by the authors, was published in 2002.
Abstract: (2002). For Parents Particularly: To Be Successful—Let Them Play! Childhood Education: Vol. 79, No. 2, pp. 101-102.
62 citations
TL;DR: In the United States, bullying is a very old phenomenon; European researchers have studied its effects for decades (Olweus, 1991; as mentioned in this paper ). But until recently, the issue has received less attention from researchers in the USA, perhaps because of the prevailing belief that bullying among children is inevitable.
Abstract: B ullying is a very old phenomenon; European researchers have studied its effects for decades (Olweus, 1991). Until recently, however, the issue has received less attention from researchers in the United States, perhaps because of the prevailing belief that bullying among children is inevitable. Considering that bullying often is a sign that aggressive or violent behavior is present elsewhere in children’s lives-young children may be acting out at school what they have observed and learned in the home-and the fact that bullying among primary school-age children is now recognized as an antecedent to progressively more violent behavior in later grades (Saufler & Gagne, 2000), it behooves teachers to take notice. Unfortunately, teachers have differing attitudes toward children who bully. Most teachers are aware that bullying begins early, yet many appear to believe the myth that children ”picking on” or teasing one another is a “normal” part of childhood. They also may believe that these conflicts are best resolved by the children themselves. Consequently, some teachers do not intervene.
60 citations
TL;DR: The authors deconstructs the misconception that the messages in children's books are simple, neutral, and inherently good, and encourages children, teachers, and parents to critically read these books-ven young children can be taught to become critical readers.
Abstract: T he power of literature to affect the lives of young children is awesome and far-reaching. Reading or story time is a higGly regarded practice in many classrooms, homes, and libraries. The vast majority of early childhood and elementary settings provide daily opportunities for children to read or independently look at books. As most works of children’s literature are written by adults, they serve as a form of education and socialization that conveys society’s deepest hopes, fears, expectations, and demands (Apol, 1998). Therefore, children’s literature presents children with society’s overt and covert values and often explains and justifies what is generally considered appropriate patterns of behaviors and beliefs. This article encourages children, teachers, and parents to critically read these books-ven young children can be taught to become critical readers. They can learn to identify and clarify ideological perspectives in books-not necessarily to evaluate, discredit, or applaud a writer’s ideology, but simply to see it for what it is (Apol, 1998). This article deconstructs the misconception that the messages in children’s books are simple, neutral, and inherently good. Books are open to multiple perspectives (Apple, 1992), depending on the reader’s experience. One person may love a book that others find offensive.
37 citations
TL;DR: In this paper, the authors identify the failure of prevailing school reform initiatives to adequately address barriers to learning and teaching, and develop frameworks designed to guide expansion of current reforms, and provide a comprehensive, multifaceted approach that addresses barriers to teaching and learning.
Abstract: t is easy to say that schools must ensure that all students succeed. If all students came ready and able to profit from \"high standards\" curricula, then there would be little problem meeting that goal. Unfortunately, many students are experiencing external and internal barriers that too often interfere with learning. Thus, providing all students with an equal opportunity to succeed requires more than raising standards, demanding better teaching and accountability for achievement, imposing stricter discipline measures, reducing school violence, and ending social promotion. It also requires a comprehensive, multifaceted approach that addresses barriers to learning and teaching. For over 30 years, our work group at UCLA has focused on youngsters with a wide range of learning, behavior, and emotional problems. Much of the early work was conducted in a university laboratory school. In the 1980s, we left the \"ivory tower\" and moved into the \"real\" (often surreal) world of large, urban, as well as rural, school districts serving students from poor families. We began to focus broadly on factors that get in the way of students benefiting from instruction. Increasingly, the work has centered on the need for major systemic changes to ensure that all youngsters have an equal opportunity to succeed at school. Our analyses indicate the failure of prevailing school reform initiatives to adequately address barriers to learning and teaching. In our efforts to correct this deficit, we have developed frameworks designed to guide expansion of current reforms. ADDRESSING BARRIERS TO LEARNING, DEVELOPMENT, A D TEACHING Prevailing approaches to school reform do not address barriers to learning, development, and teaching in comprehensive and multifaceted ways, especially in schools where large proportions of students are not doing well. Rather, the current emphasis is mostly on intensifying the attention paid to curriculum, instruction, and classroom management. As long as this is the primary emphasis, student success rates are unlikely to increase.
36 citations
TL;DR: This paper revisited Developmentally Appropriate Middle Level Schools (DAMP) and found that the majority of the middle-level schools are not appropriate for children with developmental disabilities, regardless of the grade level.
Abstract: (2002). Revisiting Developmentally Appropriate Middle Level Schools. Childhood Education: Vol. 78, No. 4, pp. 225-227.
27 citations
TL;DR: The challenges faced by the Maasai as they struggle to preserve a several thousand year-old migratory lifestyle while simultaneously remaking a schooling system that retains remnants of their colonial oppressors' pedagogy, and which no longer appears relevant as discussed by the authors.
Abstract: A bout one million Maasai live in Kenva and Tanzania (Gilbert 2000; Lindijer, 1999). These tall, majestic people, often clad in distinctive red shirkas and adorned with bright jewelry, are one of the few migratory groups remaining in east Africa (Marks, 1999), following the grazing patterns of their cattle (Hodgson, 1999). This article is an attempt to describe the challenges faced by the Maasai as they struggle to preserve a several thousand year-old migratory lifestyle while simultaneously remaking a schooling system that retains remnants of their colonial oppressors' pedagogy, and which no longer appears relevant. Being nomadic herders, the Maasai count their wealth in cattle; they rarely slaughter or sell them, but use them in a subsistence lifestyle. The importance of the cows to their culture is evident in their language, which has many words for \"cow,\" representing different stages of life, and nine words for variations of cow horns (Lindijer, 1999). Ndiriano, the chief source of information about the tribe for this article, explained that a common greeting among the Maasai is: \"How are the cows?\" According to their religion, their central god, Enkai, gave all cows on earth to the Maasai. Vestiges remain of a way of life from thousands of years ago, when the Maasai were highly feared warriors (Gilbert, 2000). The men still carry spears; the women carry water, collect firewood, and build temporary houses made of cow dung. Families live in housing that is considered substandard by Western or Kenyan standards. The Maasai lack modern medical services, and their education system still suffers from the days when Kenya was a British colony (1895 to 1963) (Bennaars, 1998; Hodgson, 1999). (For more information on the Maasai, see Sankan, 1971; and Steen and Riddervold, 1993.)
TL;DR: In this article, Traumatic Events and Children How Early Childhood Educators Can Help: Vol. 79, No. 1, pp. 2-8, this article The authors discuss how early childhood educators can help children with traumatic events.
Abstract: (2002). Traumatic Events and Children How Early Childhood Educators Can Help. Childhood Education: Vol. 79, No. 1, pp. 2-8.
TL;DR: In this paper, from the inside out Nurturing Aesthetic Response to Nature in the Primary Grades in the US is described. But the authors do not discuss the effect of environmental factors on the subjective experience of children.
Abstract: (2002). From the inside Out Nurturing Aesthetic Response to Nature in the Primary Grades. Childhood Education: Vol. 78, No. 4, pp. 210-218.
TL;DR: In this article, the authors promote resilience in an “At Risk” world by promoting Resilience in an At Risk Childhood Education: Vol. 78, Our Crisis in Children's Mental Health, pp. 274-277.
Abstract: (2002). Promoting Resilience in an “At Risk” World. Childhood Education: Vol. 78, Our Crisis in Children's Mental Health, pp. 274-277.
Journal Article•
TL;DR: In this paper, the application of a strength-based mental health approach in schools is discussed, with a focus on children's mental health in the context of early childhood education, and the authors discuss the crisis in children's Mental Health.
Abstract: (2002). The Application of a Strengths-Based Mental Health Approach in Schools. Childhood Education: Vol. 78, Our Crisis in Children's Mental Health, pp. 291-294.
TL;DR: In this paper, the authors identify critical features of learning communities and present highlights from community-building experiences in a Hawaii kindergarten classroom, highlighting the importance of establishing such communities of learners.
Abstract: G raves (1992) defines a learning community as \"an inherently cooperative, cohesive, and self reflective group entity whose members work ... toward common goals while respecting a variety of perspectives, values and life styles\" (p. 94). Over the last decade, education reform movements have emphasized the importance of establishing such communities of learners (Collier, 2002; Kohn, 1999; Oberg, 1999). While such communities are student-centered, they also benefit the adult members in many ways (Sergiovanni, 1994). Just as important, they chalIn Iearning lenge conventional notions of schooling in society. In traditional models, curriculum frequently comes from textbooks and from school and state com munit ies, curriculum guides. In short, it has been something that \"experts outside the classroom develop, teachers implement, and students receive\" (Short & S hap ing the Iearning Burke, 1991, p. 3). In learning communities, however, shaping the learning experience beexperience becomes comes a shared process as adults and students work together through negotiation. The instructor brings experiences and understanding about ash are d procesS learning and about students. Students, in tum, bring their own interests and experiences. as adults and This article identifies critical features of learning communities and presents highlights from community-building experiences in a Hawaii kindergarten stu den t s W 0 rk classroom. Insights gleaned from the experience and implications for further efforts also are shared. together through
TL;DR: In this article, Australian Children Starting School: A History of Australian Childhood Education: Vol. 78, International Focus Issue 2002: Going to School Around the World, pp. 349-353.
Abstract: (2002). Australian Children Starting School. Childhood Education: Vol. 78, International Focus Issue 2002: Going to School Around the World, pp. 349-353.
TL;DR: The Expanded School Mental Health Framework is a guide for policymakers, clinicians, and practitioners to consider in the context of school mental health services and how they are implemented and implemented in the classroom.
Abstract: Mark D. Weist is Associate Professor and Director, Center for School Mental Health Assistance, Department of Psychiatry, University of Maryland School of Medicine (UMSM), Baltimore. Mark A. Sander is Assistant Professor, Department of Pediatrics, and Jennifer Axelrod Lo wie is Assis tan t Professor, Department of Psychiatry, UMSM. Kristin V. Chris todulu is Visiting Assistant Professor, State University of New York at Albany. The Expanded School Mental Health Framework
TL;DR: A Road Less Traveled Creating a Community Where Each Belongs as discussed by the authors is an example of the road less traveled approach to creating a community where each belongs in early childhood education, and it was published in the International Focus Issue 2002: Going to School Around the World, pp. 371-377.
Abstract: (2002). A Road Less Traveled Creating a Community Where Each Belongs. Childhood Education: Vol. 78, International Focus Issue 2002: Going to School Around the World, pp. 371-377.
TL;DR: In this paper, the authors describe the range of fears that young children routinely face today and suggest that not enough adults who work in early childhood programs in the United States have the requisite knowledge of classroom management, communication and interpersonal skdls, and child development, thereby contributing to the burgeoning problem of young children's emotional overload.
Abstract: T hese questions represent the range of fears that young children routinely face today. Young children are at risk of being overwhelmed by emotional situations, and they seek reassurance on these issues from the adults in their lives. Adults must respond to children’s questions thoughtfully, because their responses may affect young children’s lives in both the short and the long run (National Research Council and Institute of Medicine, 2000). Whether children’s concerns stem from typically developing fears, or are triggered by disturbing images they see in everyday life or on television, their questions require understanding from the important adults in their lives and responses that will help the children grow emotionally. As many young children spend a large part of their days in child care programs, the care providers become very important figures in the children’s lives and have a significant effect on healthy emotional development. Unfortunately, not enough adults who work in early childhood programs in the United States have the requisite knowledge of classroom management, communication and interpersonal skdls, and child development, thereby contributing to the burgeoning problem of young children’s emotional overload. Adu Its’ Role As Emotional Archaeologists
TL;DR: In this article, one teacher's process of implementing a drama program with 1st-graders, in the hopes of encouraging other teachers to do the same, even if their experience with drama is limited.
Abstract: T eachers frequently lament that \"There is too much to teach and not enough time in the day.\" Federal, state, and local mandates keep adding required courses to the curriculum. To accommodate these additions, the schools often eliminate the fine arts from the elementary program. Therefore, when a committee of fine arts advocates proposed integrating drama with other content areas in a 1st-grade class at a Title One elementary school, it was an opportunity that the teacher, who is the first author, could not pass up. Meta-analysis research indicates that children from low socioeconomic families are far more likely to benefit from drama instruction than are students from average populations (Podlozny, 2000). Yaffe (1989) states that teachers do not need experience or background in drama to effectively use it as a teaching strategy. Instead, they need only a sense of adventure and a willingness to try. Furthermore, Yaffee points out that anyone who stands in front of a classroom day after day knows a great deal about performance. This article chronicles one teacher's process of implementing a drama program with 1st-graders, in the hopes of encouraging other teachers to do the same, even if their experience with drama is limited.
TL;DR: In this paper, the authors discuss the issues in education: tension, struggle, growth, change, and autonomy in education, and discuss the crisis in children's mental health in the US.
Abstract: (2002). Issues in Education: Tension, Struggle, Growth, Change: Autonomy in Education. Childhood Education: Vol. 78, Our Crisis in Children's Mental Health, pp. 301-302.