<i>Learning Stories</i>– crossing borders: introducing qualitative early childhood observation techniques to early childhood practitioners in Saudi Arabia

Nyland, Berenice; Alfayez, Shatha

doi:10.1080/09669760.2012.743097

Cited by 15 publications

(12 citation statements)

References 4 publications

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“…These are the five learning dispositions listed and used on the observational template for this study According to Carr (2001), one must have positive dispositions to learning for learning to occur. This supports the idea that fostering a child's learning dispositions moves away from the banking model of education and instead creates an opportunity for individuals to enjoy learning for life (Nyland & Alfayez 2012). Nyland and Alfayez (2012) note that, "The learning story method is considered more comprehensive than previous observation and assessment methods as they capture the context of the learning environment and are therefore considered to have more depth than an anecdote or running record" (p. 394).…”

Section: Learning Dispositionsmentioning

confidence: 61%

“…This supports the idea that fostering a child's learning dispositions moves away from the banking model of education and instead creates an opportunity for individuals to enjoy learning for life (Nyland & Alfayez 2012). Nyland and Alfayez (2012) note that, "The learning story method is considered more comprehensive than previous observation and assessment methods as they capture the context of the learning environment and are therefore considered to have more depth than an anecdote or running record" (p. 394). A child's disposition to learn largely depends on the nature of the situation and the context of the experience.…”

Section: Learning Dispositionsmentioning

confidence: 61%

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Using Margaret Carr's Learning Stories for Children with Autism Spectrum Disorder: Parental and Teacher Feedback

Similien¹

2023

Preprint

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This study explored the potential of Margaret Carr’s (2001) learning stories framework to assess the learning of children diagnosed with Autism Spectrum Disorder (ASD). Parents of four children with ASD who were enrolled in a pre-school program undertook writing learning stories of their children at home over a two-week period. During the same time period, a teacher who is also the researcher in this study, created learning stories for these children in the pre-school classroom. At the end of the two-week period, the parents and the teacher/researcher met to compare and discuss their stories and use the information to create individual program planning (IPP) goals for the four children. Findings indicate that these discussions helped to clarify the children’s behaviours and actions resulting in the development of more meaningful IPP goals. All the parents felt their participation in the process to have greatly benefited their child’s programming. However, questions arose regarding whether it was the actual format of the learning stories themselves, or whether it was the dispositional attributes in Carr’s framework which resulted in rich discussions.

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Section: Learning Dispositionsmentioning

confidence: 61%

Section: Learning Dispositionsmentioning

confidence: 61%

Using Margaret Carr's Learning Stories for Children with Autism Spectrum Disorder: Parental and Teacher Feedback

Similien¹

2023

Preprint

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“…In the sixth paper in this collection, Nyland (2012) explores the introduction of learning stories in preschool settings in Australia and the potential of learning stories as an assessment tool for early childhood practitioners in Saudi Arabia. Learning stories were developed in New Zealand (Carr 2001) to assess and track children's learning in the early years.…”

Section: International Perspectives On Early Years Practicementioning

confidence: 99%

International perspectives on early years practice

Gray¹

2012

International Journal of Early Years Education

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“…Hasilnya adalah Cerita Belajar. Penelitian tersebut telah mengeksplorasi eksplorasi Cerita Belajar ke Australia dan menyelidiki potensi Cerita Belajar sebagai alat penilaian untuk praktisi anak usia dini dalam konteks Arab Saudi (Nyland, B., & Alfayez 2012).…”

Section: Pendahuluanunclassified

Communication Process in Field Trip as a Learning Method for PAUD Children in Bandung

Prasanti

Karimah

2021

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This article is the result of research conducted by the author at one of the Foundation for Early Childhood Education (ECE) in the city of Bandung. Starting from the hectic variety of field trip activities organized by each PAUD institution, there were complaints from parents of students regarding funds that had to be spent if the field trip was out of town, and other pros and cons in aspects of PAUD children's learning methods. The results of the research conducted show as follows: 1) field trip activities as an effective learning method used by teachers in the gross motor learning process in the PAUD; 2) the communication process carried out in field trip activities consists of communicator aspects, messages given, and the media used , and the result or effect in the field trip.

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Learning Stories– crossing borders: introducing qualitative early childhood observation techniques to early childhood practitioners in Saudi Arabia

Cited by 15 publications

References 4 publications

Using Margaret Carr's Learning Stories for Children with Autism Spectrum Disorder: Parental and Teacher Feedback

Using Margaret Carr's Learning Stories for Children with Autism Spectrum Disorder: Parental and Teacher Feedback

International perspectives on early years practice

Communication Process in Field Trip as a Learning Method for PAUD Children in Bandung

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