‘Look, my name! I can write’ – Literacy events and digital technology in the preschool atelier

Magnusson, Lena

doi:10.1177/14687984211058943

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…Digital technologies can change how mathematics is taught and learned, as technology can make mathematics meaningful (Papadakis et al, 2021). Different applications encourage preschool children to share their experiences and facilitate the learning of mathematical concepts in geometry, grouping and counting (Magnusson, 2021).…”

Section: Resultsmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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The aim of the study was to explore social measurements and COVID-19 -related behavioral choices from a network structure perspective. We tested network models by comparing network structures in 46 countries by cultural dimensions (Hofstede et al., 2010). The pre-registered hypothesis was that the network structure of variables predicting COVID-19-related behavioral choices will be robust across countries, regardless of the mean differences of these variables between countries characterized by high vs low culture dimension indices. Behavioural choices toward COVID-19 situation were: physical hygiene, policy support, and physical contact. In network analysis we used several social/psychological constructs: social belonging, trait optimism, collective narcissism, moral identity, self-esteem, national identification, trait self-control, morality as cooperation, conspiracy beliefs, political ideology, and narcissism. We analysed twelve conditions based on dichotomized culture dimensions (high vs. low Power distance, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence) across demographics (e.g., age, gender). We conducted network structure analysis using high-dimensional undirected graph estimation with glasso procedure splitting the data by culture dimensions in total with N = 40 795 individuals. The study findings indicated that the network models were fairly consistent across cultures with different scores on each of Hofstede's six cultural dimensions. This similarity reflects the previous studies in terms of the stability of associations between variables regardless of sex, age, and political beliefs.

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Section: Resultsmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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Section: Resultsmentioning

confidence: 99%

Transversal Skills in the Mathematics Education Curriculum in Pre-School: Experience of Latvia

Vigule,

Helmane

2023

Human, Technologies and Quality of Education, 2023

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The acquisition of mathematics begins with the birth of a child within the cultural environment or socio-economic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying transversal skills for the acquisition of mathematics in the new education curriculum in pre-schools in Latvia. From the school year 2017/2018, new education curriculum is being implemented in Latvia. The research focuses on the analysis of Preschool education curriculum (2019) and Transversal skills in preschool (2019), as well as document “Education for modern literacy: description of the teaching/learning content and approach” (Skola 2030, 2017) giving particular attention to mathematics to be acquired in pre-school. Research questions were chosen in the research aspect of applying the new education curriculum for the acquisition of mathematics in preschool: What transversal skills are included in mathematics education in preschool? What are the essence of transversal skills in preschool education? How are the mathematics learning outcomes in preschool education related to the transversal skills? Main findings reveal the improvement of the learning outcomes by including the transversal skills in the acquisition of mathematics in preschool. Critical thinking and Problem solving as transversal skill dominate in the mathematics education in the preschool curriculum as the learning outcomes. In turn, such transversal skills as Civic participation and Digital literacy are neither included, nor specified in mathematics outcomes.

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Research on early literacy in Reggio and Montessori classrooms: A scoping review

Beach

2023

Journal of Early Childhood Literacy

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This article presents the findings of a scoping review of 26 empirical studies that examined early literacy in Reggio Emilia and Montessori classrooms. A five-stage framework for conducting scoping reviews was used and led to the review of the selected studies. In addition, a thematic content analysis was conducted resulting in four main themes associated with the studies: 1. avenues for literacy learning, 2. home-school connection, 3. early literacy advantages, and 4. enriched literacy environments. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the research that has been conducted on early literacy in Reggio and Montessori environments. In addition, patterns across the two contexts are discussed and suggestions about future research are offered.

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‘Look, my name! I can write’ – Literacy events and digital technology in the preschool atelier

Cited by 3 publications

References 45 publications

Human, Technologies and Quality of Education, 2023

Human, Technologies and Quality of Education, 2023

Transversal Skills in the Mathematics Education Curriculum in Pre-School: Experience of Latvia

Research on early literacy in Reggio and Montessori classrooms: A scoping review

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