File Name: play and learning inseparable dimensions in preschool practice .zip
This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between and The preschool had two units with a total of 36 children aged 1—6 years, and 8 preschool teachers.
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The current study presents an account of mathematics and science knowledgebase of private Gaborone preschool teachers and assesses its influence on their classroom teaching. A pragmatic paradigm with a concurrent mixed-method mode was used to conduct this study. Using a random-purposive sampling procedure, 64 preschool teachers were selected. Questionnaire and focus group discussions were used for data collection. The quantitative data was analysed using descriptive analysis and presented with the help of frequency Tables and Graphs. The qualitative data was coded and synthesised to receive meaningful information.
Play as a means or context in early literacy development has been investigated intensively over the past two decades. Christie and Roskos 1 have examined this work and report that a connection exists between pretend play and literacy learning, and further that social and physical environmental factors can favorably influence both play quality and literacy acquisition during the early years. The co-authors note that knowledge gaps remain and that this area is richly fertile with hypotheses that require further research and theory construction. Moreover, their discussion of implications suggests that this research area enjoys dynamic communication with practice and policy in early development and education. The authors suggest that the conceptual roots in the study of play and literacy relationships and the role of the environment can be traced to the theories of Jean Piaget and Lev Vygotsky, such as in their writings about early symbolization and scaffolding. Although neither classical theorist attempted to explain how play exactly impacts language and literacy development during the early years, constructs found in their work like mental representations, transformational thinking, reflexive abstraction, and social interaction provide clues to help piece together the play-literacy nexus. Research cited on setting variables, such as the presence of environmental print, literacy-enhanced props and adult mediation, and their influence on play quality, also can be traced to traditional child development theories e.
Since the end of the s when OECD published the Brundtland report, in which the concept of sustainable development as a critical global issue was introduced, the role of education for global survival has been frequently discussed and explored, by politicians as well as researchers. In school curricula and educational practice, efforts have been made to include material and issues related to, for example, climate changes and nature resources in teaching and learning. Surprisingly little attention has however been paid to the question of the way and on what premises early childhood education might and should be involved. In this article we discuss some aspects of early childhood education with a bearing on its role in education for sustainable development. The fact that early childhood education belongs to the larger educational system means that global political and economical issues are involved when planning and conducting education for sustainability in pre-school as much as in the rest of the educational system. Recent changes in Swedish educational policy, characteristic traits in pre-school pedagogy and the pre-school child as learner of sustainability are commented upon and discussed. Download to read the full article text.
Что ты говоришь? - засмеялся Стратмор. - Что же ты предлагаешь. Открыть дверь и вызвать сотрудников отдела систем безопасности, я угадал. - Совершенно .
- И сразу же вернусь. Сьюзан безучастно смотрела, как он направился в шифровалку. Это был уже не тот раздавленный отчаянием человек, каким она видела его десять минут. Коммандер Тревор Стратмор снова стал самим собой - человеком железной логики и самообладания, делающим то, что полагалось делать. Последние слова предсмертной записки Хейла крутились у нее в голове, не повинуясь никаким приказам.
Выходит, мне придется встать.
Бринкерхофф поднял трубку: - Канцелярия директора. Фонтейн протянул руку. Бринкерхофф со смущенным видом повернулся к Мидж: - Это Джабба.
Он нервно оглядел коридор. Его уже выставили сегодня из больницы, и он не хотел, чтобы это случилось еще. - Nimm deinen FuB weg! - прорычал немец. - Уберите ногу.
Наклонился и осмотрел пальцы левой руки. Лейтенант следил за его взглядом. - Ужасное уродство, правда. Но не искалеченная рука привлекла внимание Беккера. Он увидел кое-что другое. И повернулся к офицеру. - Вы уверены, что в коробке все его вещи.
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