Search results for "Child psychology."
showing 10 items of 583 documents
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates
2020
Abstract The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions …
Dialogic Feminist Gatherings: Impact of the Preventive Socialization of Gender-Based Violence on Adolescent Girls in Out-of-Home Care
2020
Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem
Social work online: a recognition of experiences and practices in Italy
2018
‘The Internet is the fabric or our lives’ [Castells, M. (2001). The Internet Galaxy: Reflections on the Internet, Business, and Society. Oxford: Oxford University Press, p. 1] – but which are the weaves that nowadays connect Italian social workers into such a fabric? Herein we aim at answering this question through a survey of on-line resources, nodes and practices of e-Social Work in Italy. We shall be discussing ICT impact on the Italian context, and the utilization of ICT by Italian social workers, in order to build up the internal and external factors that determine the current utilization levels of these emerging tools within the professional community. A review of the major on-line so…
How do early family systems predict emotion recognition in middle childhood?
2021
Facial emotion recognition (FER) is a fundamental element in human interaction. It begins to develop soon after birth and is important in achieving developmental tasks of middle childhood, such as developing mutual friendships and acquiring social rules of peer groups. Despite its importance, FER research during middle childhood continues to be rather limited. Moreover, research is ambiguous on how the quality of one's early social-emotional environment shapes FER development, and longitudinal studies spanning from infancy to later development are scarce. In this study, we examine how the cohesive, authoritarian, disengaged and enmeshed family system types, assessed during pregnancy and inf…
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators
2015
The aim of this study was to model the most crucial numerical factors to the development of mathematical skills among children aged five to eight years (i.e. kindergarten, preschool, first and second graders). We categorised numerical skills into four main groups based on the results of longitudinal studies. A series of analyses of test batteries designed to measure the development of mathematical skills in children yielded results in support of this construct. Based on our findings we propose a working model for teachers of core numerical skills that focuses on four major factors: (1) symbolic and non-symbolic number sense; (2) understanding mathematical relations (early mathematical-logic…
Unravelling conceptualizations of (in)equality in early childhood education and care system
2018
Early childhood education’s role in increasing equality in society has been highlighted by international organizations. However, it is unclear what is meant by the concept of equality in different situations, as the meaning fluctuates and reflects the cultural political contexts in which it is embedded. In this paper, we analyse the equality discourses of local early childhood education and care (ECEC) policymakers in Finland, drawing on different conceptualizations of equality and social justice. In doing so, we show that the way in which equality is conceptualized differs – along with the suggested remedies – depending on whether the subjects of equality are adults, children at the border…
Developmental Dynamics of Phonemic Awareness and Reading Performance During the First Year of Primary School
2004
This study investigates prospective relationships between phonemic awareness and reading performance during the first year of Finnish primary school. Pedagogical interest lay in finding out whether systematic use of phonics in reading instruction supported children’s reading performance even if children can already decode. A total of 85 children were examined three times on phonemic awareness and four times on reading performance during the first school year. At the beginning of the school year, they were also tested on initial reading skills. The results showed that the development of phonemic awareness and reading performance was reciprocal. Reading performance predicted phonemic awarene…
Adopting the Emotions Course in the Italian context: A pilot study to test effects on social-emotional competence in preschool children.
2016
The purpose of this study was to adopt the Emotions Course (EC) in the Italian context and to examine preliminarily its effectiveness in accelerating the social-emotional competence and reducing maladaptive behaviors in preschool children. The study involved 143 children (73 males and 70 females) aged 3–5 years (M = 4.4 years, SD = .74), divided into two groups: 1) an experimental group (N = 69; 34 males and 35 females), consisting of classes in which teachers realized the EC, integrating it in their usual educational plan; 2) a control group (N = 74; 39 males and 35 females), consisting of classes in which teachers exclusively followed their usual educational plan that did not include the …
The expansion of early childhood development services and the need to reconceptualize evidence
2017
The provision of early childhood development services is expanding in developing countries. The rationale behind this expansion is rooted in developmental psychology, socio-economic and human rights narratives. However, there are some limitations to this rationale, which are in particular related to the implicit universalism it assumes. This article outlines how early childhood development interventions imply a policing of families and childhood, which calls for a stronger consideration of context. As a consequence, the scope of what counts as evidence in early childhood development research needs to be questioned. The article is a theoretical contribution to the discourse of what early ch…
The play and language behavior of mothers with and without dyslexia and its association to their toddlers' language development.
2004
The play and language behavior of mothers with ( n = 49) and without ( n = 49) specific reading disabilities (RD) was investigated during play with their 14-month-old children. The contribution of maternal behavior to the language development of their children was examined. The children's receptive and expressive language skills were assessed longitudinally at 14, 18, and 30 months, using the MacArthur Communicative Development Inventories and the Reynell Developmental Language Scales. Children with and without familial risk for RD did not differ from each other in any play or language measures at these ages. No group differences were found for mothers' manifestations of nonsymbolic play a…