Results 111 to 120 of about 33,299 (285)

The quality of interaction with children in collective play: Children's agency

British Educational Research Journal, EarlyView.
Abstract There is a growing body of studies on increasing the quality of infant–toddler education and care. Yet little attention has been directed towards how to bring toddlers' agency and perspective to their personally meaningful learning in collective play.
Liang Li
wiley   +1 more source

String Figuring young children's perspectives of quality in English early childhood education and care

British Educational Research Journal, EarlyView.
Abstract Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality.
Nikki Fairchild, Éva Mikuska
wiley   +1 more source

Experiential learning: A narrative of a community dance field trip.

, 2007
In this paper we offer a co-constructed narrative of experiential learning in the context of a community dance trip undertaken by tertiary students. We describe the unfolding experiences of a weekend field trip and reflect on community dance practices ...
Barbour, Karen, Buck, Ralph
core  

Listening to Hong Kong children's perspectives through pretend play

British Educational Research Journal, EarlyView.
Abstract Quality in early childhood education and care (ECEC) has become an increasing concern in recent years. The issue has been regularly discussed by different stakeholders. However, the rising concern regarding quality in ECEC has not seriously taken into account children's perspectives.
Suzannie K. Y. Leung
wiley   +1 more source

Narrative Medicine Honoring the Stories of Illness

In this important and long-awaited book Rita Charon provides a comprehensive and systematic introduction to the conceptual principles underlying narrative medicine, as well as a practical guide for implementing narrative methods in health care.
Charon, Rita.
core  

The Relationship Between Language and Social Competence in 3- to 5-Year-Old Children at Risk of and Without Developmental Language Disorder

Behavioral Sciences
Developmental language disorder (DLD) is associated with persistent language difficulties that may impact social competence. The aim of this study is to describe the relationship between language, pragmatics, and social competence in French-speaking ...
Marylène Dionne, Stefano Rezzonico
doaj   +1 more source

Reception Baseline Assessment and ‘small acts’ of micro‐resistance

British Educational Research Journal, EarlyView.
Abstract In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years ...
Guy Roberts‐Holmes, Diana Sousa, Siew Fung Lee   +2 more
wiley   +1 more source

Re-visioning narrative competence: exploring kindergartners' collaborative story construction

, 2006
This qualitative study explored young children's narrative competence, i.e. sense of story (Martinez, Cheney, & Teale, 1993). It used a combination of videotaping and interviewing to examine multiple perspectives of spontaneous child-constructed stories ...
Reynolds, Mary Ruth
core  

Clinical Narrative Thinking and Its Value in Medical Practice

Yixue yu zhexue
Clinical narrative thinking is a thinking mode equally significant as evidence-based thinking in clinical practice. It encompasses narrative patient education/disease popularization thinking, narrative diagnostic thinking, narrative decision-making ...
Xiaolin YANG, Jie SHEN
doaj   +1 more source

Listening to young children with disabilities: Experiences of quality in mainstream primary education

British Educational Research Journal, EarlyView.
Abstract All children should have access to quality education through a child‐centred pedagogy. An inclusive, child‐centred pedagogy uses a strength‐based view of children that recognises each child as unique and competent, providing children with multiple opportunities to explore and learn at their own pace.
Katherine Gulliver
wiley   +1 more source