Young children’s use of narrative strategies and the role of the teacher as side coach in dramatic play

Altidor-Brooks, Alison; Malec, Alesia; Peterson, Shelley Stagg

doi:10.1080/03004279.2019.1641538

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…The second line is based around the practice of argumentation skills that should take into account the construction of arguments and their critique or evaluation (Osborne et al, 2016). Some interesting activities regarding argumentation include dramatisation classes (Altidor-Brooks et al, 2019), debates (Walton, 2005) or role-playing (Simonneaux, 2001;Hierrezuelo et al, 2021), which can involve the resolution of a problem from various perspectives and with different characters, who must argue their position and argue against the position of others.…”

Section: Discussionmentioning

confidence: 99%

The Dilemma of Replacing Traditional Calligraphic Skills With Technology in the Teaching of Writing

Franco-Mariscal¹,

Hierrezuelo-Osorio

Cruz-Lorite

et al. 2021

IJ21CE

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A dilemma concerning the replacement of calligraphy with technology to teach how to write was posed to 312 pre-service Spanish infant and elementary school teachers (PSTs). A series of arguments of a different nature taken from educational professionals were provided to provide the decision-making stage with a solid ground. 60% of PSTs defended their decision on the basis of opinion rather than scientific sources. Pearson’s chi-squared test did not show any significant differences when comparing qualification and age with the decision adopted or the nature of the argument. Differences were found in women exhibiting lesser preference for change. As conclusion, we found that there is no consensus amongst PSTs with regards to change. This reinforces the need for the educational community to make an effort to try to improve decision-making and the argumentation skills in PSTs.

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