...NAME: ARNEJO, MURIELLE ANNE C. BEED-ECEIII 1.Reflected diary-A reflective journal is a means of recording ideas, personal thoughts and experiences, as well as reflections and insights a student have in the learning process of a course. In addition to the demands of a typical written assignment (e.g. able to give definition on concepts, demonstrate basic understanding of course materials), reflective journal requires the students to think more deeply, to challenge their old ideas with new incoming information, to synthesize the course materials they have learnt into their personal thoughts and philosophy, and also to integrate it into their daily experiences and future actions. The benefits of the reflective learning process are usually accumulated over a period of time, in which the students usually show a series of developmental changes, personal growth and changes in perspectives during the process. 2.journal-journal is an academic magazine published on a regular schedule. It contains articles written by experts in a particular field of study, based on research or analysis that the author, or authors, did. That research might include case studies in the medical field, primary source research in the field of history, or literature analysis. Journal articles are written for experts or students of that particular field who have an advanced field-specific vocabulary and knowledge. A personal record of occurrences, experiences, and reflections kept on a regular basis;...
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...Running Head: The Effects of Parental Involvement The Effects of Parental Involvement on Academic Achievement An Individual Research Project by Diane Higgins To Dr. Belinda Hartnett Research Methods – RES 531 Section 013 In partial fulfillment of the requirements for the degree of Master of Education Strayer University Washington, D.C. June 19, 2011 Chapter One: Introduction I. Topic Selected: As a teacher, one of my passions is to make sure that all of my students are able to learn and understand what is being taught to them. Sometimes this process is hindered when the only learning for some students goes on at school. I am a strong believer that students need assistance when they get home from school, so I decided to research on how parental involvement can affect student achievement. II. Description of Topic: Parental involvement plays an important part in a child’s life, not only during the early years, but throughout the school years as well. Parents who play an active role in the education of their child will have greater opportunities to motivate their children to behave more and strive for greatness. Self- esteem may rise as a result of positive reinforcement. An involved parent will also know when his child is misbehaving and be able to correct the problem before it gets out of hand and becomes a regular habit. With proper parental involvement, a child is less likely to feel the need to lash out and misbehave for much needed attention; they'll...
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...Disability can affect development in many areas and is different in each child. Any disability can affect how a child interacts with others and they may become withdrawn or isolated. It can also affect behavioural development as they may become frustrated or angry if they find certain activities difficult. Not all disabilities affect all areas of development. Some will only affect one or two. For example, if a child has ASD, their social and emotional development could be affected or it could be their social and behaviour that’s affected. A child with a hearing impairment may find their language and communication is affected which can then affect their social development. A child could have a physical disability such as dyspraxia, which...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...The State University of New York At Potsdam PARENTAL INVOLVEMENT IN CHILDREN’S EDUCATION By Ashley Ann Wanke A Thesis Submitted to the Faculty of Education In Partial Fulfillment of the Requirements for the Degree Masters in education Potsdam, New York 14 – January, 2008 This thesis entitled Parental Involvement in Children’s Education By Ashley Ann Wanke Has been approved for the Department of Education _________________________________ ______________ Advisor Date _________________________________ ______________ Department Chair Date _________________________________ ______________ Director of Graduate Admissions Date The final copy of the above mentioned thesis has been examined by the signatories and found to meet acceptable standards for scholarly work in the discipline in both form and content. PERMISSION TO COPY I grant The State University of New York College at Potsdam the non-exclusive right to use this work for the University’s own purposes and to make single copies of the work available to the public on a not-for-profit basis if copies are not otherwise available. _____________Ashley Ann Wanke___________ ____01-14-2008____ Date Abstract Parent involvement...
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...Reem 2013 Active learning through play and creative arts Reem 2013 Active learning through play and creative arts Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research project explores the using of play and creative arts in a kindergarten classroom. The purpose of this study is to evaluate and analyze how play and creative arts activities enhance and support children’s learning in literacy and numeracy lessons. Qualitative methods were used to gain data that reflect on the implementation of play and creative arts strategies and activities in teaching and the interpretation collected from participants. The three types of tools that used to collect data are observations, interviews and a reflective journal to ensure validity of results. After analyzing the data, two interrelated themes emerged. The first theme highlights the benefits of play and creative arts in early childhood. The second theme shows the benefits of using them can support literacy and numeracy development. Consequently play and creative arts seems to promote development in children’s learning processes and they also offer the learners’ confidence in their learning. To conclude, this study shows that play and creative arts may have positive effect in improving the children’s overall performance and attitudes. Play and creative arts are important aspects of children’s learning that are being used in kindergartens. This action research...
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...acquisition is an essential part of young children’s literacy development, particularly their reading skills. It has been seen that acquiring a normal vocabulary is prerequisite for reading comprehension (Becker, 1977; Chall & Conard, 1991: Chall et al., 1990). This means that for a child to become a successful reader by the time he enters elementary he must be able to acquire the vocabulary necessary for his age. However, unlike phonics and other literacy skills, building basic vocabulary requires continuing support and there must be ongoing effort to introduce and explain new vocabulary (Hassan, 2012). Although the usual approach of presenting students with list of words to be mastered has been proven effective, research tells us that a great deal of vocabulary acquisition can take place through reading (Cho &n Choi, 2008; Elley, 1989, 1991; Vivas, 1996; Mason & Krashen, 2004; Krashen, 2004; Wang & Lee, 2007). As early as infants, children are being exposed to printed storybooks where they encounter new words to enhance their vocabulary. Research shows that reading to babies and toddlers yields promising results. Children who were exposed to story reading at an early age demonstrate greater language comprehension and larger vocabularies (Jacobson, 2006). Early childhood educators are now looking at other possibilities as to how story reading can become more effective as well as more interesting to young children to support vocabulary acquisition even further...
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...Early Childhood Development Theories Abstract Developmental theories are useful towards understanding how children learn and grow, and by what means their trajectories can be supported. Most theorists agree that both biology and experience are key factors that shape developmental outcomes. Risk and protective factors are said to contribute to development and often can be modified through intervention efforts. The prevention model emphasizes a foundation of supports and services aimed to foster healthy development. Keywords Secure base behavior • Emotional regulation • Egocentric • Accommodation • Assimilation • Equilibrium • Zone of proximal development • Positive reinforcement • Negative reinforcement • Punishment • Parenting styles • Modeling • Ecological theory • Risk and protective factors • Prevention model Theories of development provide a framework for thinking about human growth, development, and learning. If you have ever wondered about what motivates human thought and behavior or how personalities form, understanding these theories can provide useful insight into both the individual and societal influences on early development. The next section will briefly review the major developmental theories that help to explain how development unfolds, sources of vulnerability and protection that influence child development, and how the course of development may be altered by prevention and intervention efforts. Understanding factors which may support or compromise...
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...Why is the past important? b. How have the beliefs and ideas of great educators influenced early childhood programs? 3. The Lecture Notes and Power Point Presentation found in Course Documents under Lecture Notes Last modified: Wednesday, December 31, 1969, 07:00 PM · Homework Assignments--Chapters 1 and 2, due May 28th (online)[->1] Portfolio Assignment: After reading and studying Chapters 1 & 2 in Beginnings and Beyond, complete the following assignments for each Chapter. As a suggestion, as you complete your work, add the page number where you located your information. The page will be easy to find again if you need to prove the veracity (or accuracy) of your work. · Chapter 1 1. Define and be able to explain Key Terms. (pg. 36) 2. Complete Review Questions #1&4 (pg. 36) 3. Define pedagogic creed and then complete Learning Activity #2. (pg. 37) · Chapter 2 1. Define and be able to explain Key Terms. (pg. 71) 2. Complete Review Questions # 1 thru 4. (pg. 71) Chapter 1: KEY TERMS 1) Professionalism – the competence or skill expected of a professional; in early childhood education, this includes a sense of identity, purpose to engage in developmentally appropriate practices, a commitment to ethical teaching and to child advocacy, and participation in the work as a legitimate livelihood. 2) Early childhood education – Education in the early years of life; the field of study that deals mainly with the learning and experiences of children from infancy...
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...Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of national and international initiatives in ECE over the last 10 years on the attainment of socio‐economic disadvantaged children and young people Sets out recommendations for action and further innovation The Impact of Early Education as a Strategy in Countering Socio‐ Economic Disadvantage The impact of early education as a strategy in countering socio‐economic...
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...and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723 Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: www.sedl.org E-mail: info@sedl.org Copyright © 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department of Education, or any other agency of the U.S. government, or any other source. To the late Susan McAllister Swap For more than 20 years, Sue worked tirelessly with both parents and educators, exploring how to develop closer, richer, deeper partnerships. In her last post, she directed with distinction the Center on Families, Communities, Schools, and Children’s Learning at Wheelock...
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...------------------------------------------------- Level: 4.1(Conventional) ------------------------------------------------- Module: African Psychology (PSY 404) ------------------------------------------------- Lecturer: Mr. Mtemeri J. ------------------------------------------------- ------------------------------------------------- Assignment: Compare and contrast the concept formation according to Piaget and Vygotsky. How applicable are their theories to the African context. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Due Date: 15 March 2012 Concept formation according to Muthivhi, (2009) refers to the development of ideas based on the common properties of objects, events or qualities using the process of abstraction. Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) proposed the classical constructivist theories of concept formation or cognitive development. Their contributions to developmental psychology, albeit different, are similarly remarkable and unique. These two theories have some noted resemblances and differences. This essay will give an overview of these two theories, outlining their similarities and differences and their applicability to the African context with special reference to the Zimbabwean context. In Jean Piaget’s research, the main goal was to answer the question,...
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...AM user-f469 /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles A Child’s World: How We Discover It There is one thing even more vital to science than intelligent methods; and that is,the sincere desire to find out the truth, whatever it may be. —Charles Sanders Peirce, Collected Papers, vol. 5 Did You Know . . . Basic Theoretical Issues Issue 1: Is Development Active or Reactive? Issue 2: Is Development Continuous or Discontinuous? Theoretical Perspectives * Theories are never “set in stone”; they are always open to change as a result of new findings? * Children shape their world as it shapes them? * Cross-cultural research enables us to determine which aspects of development are universal and which are culturally influenced? * An experiment is the most definitive way to demonstrate that one event causes another? * The results of laboratory experiments may be less applicable to real life than experiments carried out in a home, school, or public setting? These are just a few of the interesting and important topics we will cover in this chapter. Here, we present an overview both of major theories of human development and of research methods used to study it. In the first part of the chapter, we explore major issues and theoretical perspectives that underlie much research in child development. In the remainder of the chapter, we look at how researchers gather and assess information so that, as you read further in this book, you will...
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...(3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Management) Level...
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...ABSTRACT This report attempted to describe and explain the relationship between parents’ socioeconomic status and pupils’ educational attainment using a case study approach. The objectives of the study were: to estimate the relationship between parents’ educational level, income level and occupations; with pupils’ educational performance in their mock examinations leading to PLE in St Jude Malaba primary school in the year 2010. Data for the study was collected through the use of questionnaires for pupils, interview with teachers and head teachers, documentary analysis of the school records and observation. Both qualitative and quantitative methods of study were used. The researcher used Tables, charts and Pearson’s correlation to describe and analyze quantitative data while qualitative data was analyzed on the basis of themes. The results showed that there was a positive correlation between the parents’ level of education, income and occupation with pupil’s educational performance. Fathers’ education was significant at 0.804 while mothers’ educational level was significant at 0.641. Parent’s level of income was significant at 0.875 and Parents’ occupation was significant at 0.757. These findings are consistent with the concept of social reproduction by Pierre Bourdieu (1986), Annet Lareau (2003) and Randall Collins. The researcher concluded that parent’ low socioeconomic status impacted negatively on pupils’ performance, through denying the children access to resources...
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