Teacher-child talk about learning stories in New Zealand: a strategy for eliciting children’s complex language

Reese, Elaine; Gunn, Alexandra C.; Bateman, Amanda; Carr, Margaret

doi:10.1080/09575146.2019.1621804

Cited by 12 publications

(6 citation statements)

References 53 publications

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“…This way, they are motivated to learn and demand more stories about themselves from their teachers. Similarly, Reese, Gunn, Bateman, and Carr [30] reported that using the learning stories method improves teachers' language skills. They found that these texts, which were examined in terms of the linguistic reflection of the interactions with children, the organization of the text, the conversion into story format, vocabulary variety and the complexity of expressions, developed the language structures of the teachers in a positive way.…”

Section: Discussionmentioning

confidence: 90%

“…There is evidence in the literature that children and teachers are both positively affected by learning stories. Carr and Lee [1] and Reese [30] stated that children listen to their own learning stories and perceive themselves like a fairy tale hero, and they are curious about the new activities and stories that this fairy tale hero will experience. This way, they are motivated to learn and demand more stories about themselves from their teachers.…”

Section: Discussionmentioning

confidence: 99%

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A Different Approach to Evaluation in Early Childhood Curriculum: Learning Stories

Cengiz

Altındağ

2022

Sustainability

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Many tools are used in child assessment during early childhood to support the development of children and plan the educational process. Originating in New Zealand, “learning stories” is a technique of observation that enables the assessment of children during early childhood. A learning story is the documentation by a teacher (or parent) of what a child (or group of children) is observed doing in an early childhood program. The adult must know the child well to properly assess a child’s learning. Learning stories are narratives constructed from structured observations designed to provide a collective perspective on a child’s learning. Observations obtained using this method are reinterpreted as stories, then analyzed and used as a basis for planning. Teachers collect ‘critical events’ or moments that seem important to a child. By analyzing a few of them through a narrative, they try to reveal the child’s learning path and the pattern of their learning tendencies in the form of stories. The “learning stories” method, used in many countries across the world in early childhood, is not used in early childhood education in Turkey. In this context, this study was carried out to introduce the method to educators, families and researchers working in the field of early childhood, and to present the important points that should be considered during practice in the preschool period. This study was planned as a case study, which is a qualitative research method. The study group consisted of a teacher working in the preschool period (48–60 months) and a child in the classroom. The study included observations of the preschool teacher and examples of the learning stories created using these observations, followed by the analysis of the interview conducted with the teacher. It can be argued that the learning stories method is an alternative assessment method that can be used to evaluate the curriculum in early childhood education in Turkey, as is the case in many countries.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

A Different Approach to Evaluation in Early Childhood Curriculum: Learning Stories

Cengiz

Altındağ

2022

Sustainability

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“…Tharthar shows his willingness to be involved and competence in learning a new language as he repeats the cited word whero . Htwe Htwe responds to Tharthar’s interests here by reading the text in the book in a usual ‘book-reading orientation’, but also takes the opportunity to talk to him about the content of the book by telling him that ‘It’s Māori language’, offering further learning opportunities (Reese et al, forthcoming), including a meta-linguistic awareness around the story being read. Further learning opportunities are then offered, extending his language learning by telling him what the Te Reo Māori is for the colour red, initially in English and then in his home language.…”

Section: Resultsmentioning

confidence: 99%

Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand

Mitchell

Bateman

2018

Contemporary Issues in Early Childhood

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As a concept, ‘belonging’ is acknowledged to be complex, culturally determined and multifaceted. The processes of supporting belonging through early childhood education, especially where different cultural beliefs require understanding and negotiation, are not well understood. This is certainly the case for refugee children and families within early childhood education in Aotearoa New Zealand. Coming to belong is a particular challenge for these families who have been forcibly displaced from their home country. This article analyses documentation and video and interview data from a research study in an early childhood centre for refugee children and families. The ways in which cultural values and communication modes of gesture, spoken language, voice tone and dance were integrated within the curriculum are examined. A main argument is that pedagogy which incorporates key cultural constructs that refugee families bring with them strengthens a sense of belonging.

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“…Using the computer and unplugged and activity-based applications and robotic tools and equipment while gaining coding skills is one of these solutions (Metin, 2020;Sullivan & Bers, 2016;Bers et al, 2014;Sullivan et al, 2013;Wang et al, 2011;Futschek & Moschitz, 2010). While programming can be seen as an abstract activity in itself, physical objects such as robots make the activity more concrete while also encouraging collaboration around the programming task at hand (Bers et al, 2019;Bers, 2018aBers, , 2018bCampbell & Walsh, 2017;Levy & Mioduser, 2008;Reese et al, 2019;Bell et al, 2012;Resnick & Siegel, 2015;Sullivan & Bers, 2016). There are two standard practices for improving coding skills: Computer does not require the use (as code.…”

Section: Program Developmentmentioning

confidence: 99%

Test for assessing coding skills in early childhood

2021

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This research aims to develop a valid and reliable test to determine the coding skill levels of 5-7 years old children in early childhood. The study sample consists of children aged 5-7 who attend primary and pre-school education institutions affiliated to the Ministry of National Education in Ağrı and Gaziantep city center in the 2020-2021 academic year. Data were obtained from 308 children, 101 of whom were five years old, 100 were six years old, and 107 were seven. As a data collection tool in research, the "Personal Information Form" containing personal information about children and their parents and the "Early Childhood Coding Skills Assessment Test" developed by the researcher to evaluate the coding skill levels of 5-7-yearold children were used. In the validity analysis to determine the test's validity and reliability, content-structure validity, criterion-based validity analysis, similar scale compatibility validity, tetrachoric factor analysis, and item difficulty analysis; In the reliability analysis, KR-20 reliability analysis was used. As a result of the findings obtained from the research, the "Early Childhood Coding Skills Assessment Test" is a valid and reliable measurement tool that can be used to determine the skill levels of 5-7-year-old children unplugged coding and robotic coding.

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Teacher-child talk about learning stories in New Zealand: a strategy for eliciting children’s complex language

Cited by 12 publications

References 53 publications

A Different Approach to Evaluation in Early Childhood Curriculum: Learning Stories

A Different Approach to Evaluation in Early Childhood Curriculum: Learning Stories

Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand

Test for assessing coding skills in early childhood

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