Meaning Making In Early Childhood Research Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Meaning Making In Early Childhood Research book. This book definitely worth reading, it is an incredibly well-written.
Meaning Making in Early Childhood Research by Jeanne Marie Iorio,Will Parnell Pdf
Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
Making Meaning is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process. This book provokes readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning”; and underscores why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. Each contributor integrates this theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.
Children, Meaning-Making and the Arts by Susan Wright Pdf
This Australian text is about children’s voices – their minds, feelings, souls. It’s about how children’s voices are liberated through the arts, and how children make and communicate meaning through still and moving images, sounds, textures, gestures and the use of many other signs. It is also about how teachers, parents, peers and the community influence children’s early development, and how quality arts education in early childhood is an essential component of lifelong learning. The authors are teachers and researchers who are respected for their contributions to early childhood arts education. All of them have addressed their topics via practical examples, which are embedded in current philosophies and theories, often stemming from original research and firsthand interactions with children.
Teaching and Learning with Infants and Toddlers by Mary Jane Maguire-Fong Pdf
"Maguire-Fong has updated her groundbreaking book designed to assist pre- and inservice professionals working with infants and their families. Each chapter draws from research and real-life infant care settings to provide valuable insights into how to design an infant care program, plan curriculum, assess learning, and work with families"--
Capturing Children's Meanings in Early Childhood Research and Practice by Ann Marie Halpenny Pdf
Capturing Children’s Meanings in Early Childhood Research and Practice draws together contemporary research and established theories to produce a unique take on the meanings children express through a range of creative tools. Drawing on Reggio Emilia and the Mosaic approach, this book provides readers with a range of strategies for accessing, recording and interpreting young children’s perceptions of and responses to their experiences. Providing a synthesis of the multiple imaginative ways we can capture young children’s meanings through observations, art, photo elicitation, mindfulness, music and other creative methods, Halpenny covers topics such as: Negotiating challenges presented by researching with children Frameworks for seeing and hearing children’s intentions Accurately documenting and interpreting research findings Promoting children’s meanings and their performance of them Moving forward with new understandings This book is an indispensable resource for students of early childhood education, especially for courses focusing on the lived experiences of children from early to middle childhood. It is also a useful reference for those working with young children in educational and caregiving settings, and for those advocating for young children.
This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes. The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities. The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”. The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing. Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done. Den här avhandlingen utforskar förskolebarns meningsskapandeprocesser kring evolution. Tre gruppbaserade aktiviteter har designats. Videodata har analyserats utifrån ett multimodalt perspektiv på kommunikation. Analysen fokuserar på hur kommunicerade naturvetenskapliga beskrivningar av evolution påverkar aktiviteternas naturvetenskapliga fokus, materials funktion som semiotiska resurser och påverkan på meningsskapande och interaktiva aspekter av att göra naturvetenskap. Avhandlingens resultat visar att barnen, genom att använda material och sina tidigare erfarenheter, för olika resonemang kring varför djur utvecklas och blir olika. Genomgående har barnens syn på världen en betydande roll för meningsskapandeprocessen. Det betyder att barnen, förutom att fokusera på det naturvetenskapliga innehållet i aktiviteterna, också lägger stor vikt vid andra aspekter som är viktiga för dem. Det barncentrerade perspektivet förslås vara en styrka som möjliggör för barn att delta i och engageras av naturvetenskapliga aktiviteter. De material som barnen har tillgång till de i de olika aktiviteterna har tre funktioner. Barnen använder material som meningsgivande resurser, vilket betyder att barnen använder materialens meningspotential. Denna process påverkas av barnens tidigare erfarenheter. Vidare används materialen som kommunikativa- och argumentativa redskap i interaktion med andra. Tillgången till material påverkar således barnens meningsskapande och möjliggör att de kan diskutera evolution påverkar barnens naturvetenskapliga handlande. Avhandlingens resultat visar på en nära relation mellan uppgifters kontext och interaktion. Mer styrda aktiviteter medför mer interaktion mellan barn och vuxna (scaffolding). Mindre styrda aktiviteter, där barnen bygger på sina tidigare erfarenheter, stimulerar istället interaktion mellan barnen (mutual collaboration). Som ett resultat av den vuxnes agerande, läggs det större vikt vid det naturvetenskapliga innehållet (evolution) i scaffolding-interaktioner. Följaktligen är de meningar som skapas i mer styrda aktiviteter mer i linje med naturvetenskapliga förklaringar till evolution. Samtidigt finns det ett samband mellan att den vuxne kliver åt sidan och att barnen kliver fram och gör naturvetenskapliga handlingar som att utvärdera, observera, beskriva och jämföra. Sammanfattningsvis visar den här avhandlingen att uppgifters kontext och material har stor påverkan på barns meningsskapande och hur de gör naturvetenskap.
Understanding Creativity in Early Childhood by Susan Wright Pdf
Creativity is a key theme in early childhood studies at the moment & is increasingly highlighted in all manner of early childhood academic courses. This book will form the link between creativity & literacy with concrete examples of children's meaning making, as well as offering a protocol for students to follow.
This Open Access Brief analyzes the dynamics in which children’s selves emerge through their everyday activities of meaning construction, both in their relationships with family and within school education. It begins with a discussion of new psychological inquiries into children's selves and builds upon the innovative theoretical notion of the Presentational Self, developed by the author over the last decade. The book illustrates how the observation of children’s meaning construction in their everyday lives becomes a starting point for theoretical and empirical inquiries into child development and gives a framework that promotes new inquiries in this area. The book describes the Presentational Self Theory as a sense of how the notion of the Self is being worked upon in everyday life encounters. Chapters feature in-depth analyses of exchanges between adults and children in the Japanese cultural context. Meaning-Making for Living will be of interest to researchers and graduate students in the fields of cognitive, social, developmental, educational, and cultural psychology.
The Meaning Makers traces the language and literacy development of a large, representative sample of children from age 1 to 10, quoting liberally from observations made at home and at school. Setting the findings of the study in the context of recent research, it offers suggestions for improving children's opportunities for learning.
Handbook of Early Childhood Literacy by Nigel Hall,Joanne Larson,Jackie Marsh Pdf
Providing an overview of contemporary research into early childhood literacy, this handbook deals with subjects related to nature, function and use of literacy and the development, learning and teaching of literacy in early childhood.
In Dialogue with Reggio Emilia by Carlina Rinaldi Pdf
This book offers a collection of Rinaldi's most important articles, lectures and interviews between 1994 to the present day, organized around a number of themes and with a full introduction contextualizing each piece of work.
National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success
Author : National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success Publisher : National Academies Press Page : 706 pages File Size : 46,8 Mb Release : 2015-07-23 Category : Social Science ISBN : 9780309324885
Transforming the Workforce for Children Birth Through Age 8 by National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success Pdf
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Handbook of Research Methods in Early Childhood Education - Volume 2 by Olivia Saracho Pdf
The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies. The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately. This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
Research Methods for Early Childhood Education by Rosie Flewitt,Lynn Ang Pdf
Research Methods for Early Childhood Education takes an international perspective on research design, and illustrates how research methods are inextricably linked to cultural and theoretical understandings of early childhood, young children's competences and the purposes of education. The book offers a critical and reflective approach to established and innovative research methods in early childhood education, making links between diverse methodologies, methods and theory, with illustrative examples of research in practice. Each chapter addresses a specific methodological approach, linking the methodology to early childhood education with vignettes as examples of research practice in the global north, south, east and west, offering practical examples and critical thinking around new theoretical understandings of early childhood across geographical and cultural contexts. The book critically examines: - the role of the researcher - conceptualisations of how research is undertaken; - the often sensitive nature of conducting research with young children; - how early childhood education is understood; - how young children can be included as active research participants. Throughout, the book emphasises ethical and methodological issues that arise from undertaking research in mono-cultural and cross-cultural contexts. Annotated further reading lists provide a selection of seminal and recent studies that have adopted each methodological approach.