Log in

Relevant bibliographies by topics / Children's drawings. School children Educational psychology / Journal articles

To see the other types of publications on this topic, follow the link: Children's drawings. School children Educational psychology.

Journal articles on the topic 'Children's drawings. School children Educational psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Children's drawings. School children Educational psychology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Dockett, Sue, and Bob Perry. "Children's Views and Children's Voices in Starting School." Australasian Journal of Early Childhood 28, no. 1 (2003): 12–17. http://dx.doi.org/10.1177/183693910302800104.

Full text

Abstract:

The Starting School Research Project promotes the involvement of children in the research agenda. This paper explores some of the philosophical and methodological issues involved in this stance. The main focus of this paper is the voices of children reporting issues of significance to them as they start compulsory schooling, through drawings, descriptions, photographs and demonstrations.

APA, Harvard, Vancouver, ISO, and other styles

2

Kaplun, Catherine. "Children’s drawings speak a thousand words in their transition to school." Australasian Journal of Early Childhood 44, no. 4 (2019): 392–407. http://dx.doi.org/10.1177/1836939119870887.

Full text

Abstract:

Children’s views have often been supplementary to those of adults in research on children’s lives. With growing awareness of the Rights of the Child, children are being engaged as experts in their own lives, that is, young people who have valid perspectives on the things that matter and are important to them. In this study, a draw–write–tell activity was used to capture children’s understandings of transition to school. A Vygotskian view of drawing was adopted, with drawing used as a mediating tool for children to make meaning of experiences and thoughts and express these to others. Children’s

APA, Harvard, Vancouver, ISO, and other styles

3

Dockett, Sue, and Bob Perry. "‘You Need to Know How to Play Safe’: Children's Experiences of Starting School." Contemporary Issues in Early Childhood 6, no. 1 (2005): 4–18. http://dx.doi.org/10.2304/ciec.2005.6.1.7.

Full text

Abstract:

Children have long been ‘objects of inquiry’, that is, research has been ‘done’ on children. Research into starting school is but one example, where children have been observed, tested and assessed at various points, as a means of evaluating their adjustment to the school environment. The Starting School Research Project aims to record and report the realities of life for children as they start school through their engagement in the research process. It aims to find out from them, what starting school is like for children and, based on this, how what is done within transition programs can be i

APA, Harvard, Vancouver, ISO, and other styles

4

Fasoli, Lyn. "Reading Photographs of Young Children: Looking at Practices." Contemporary Issues in Early Childhood 4, no. 1 (2003): 32–47. http://dx.doi.org/10.2304/ciec.2003.4.1.5.

Full text

Abstract:

This article is a methodological reflection on the use of photographs in research with young children. As a basis for discussion, it uses research photographs that were collected as part of a critical interpretative case study of young children's learning during excursions to an art gallery. Data collected for this study also included transcripts of children's talk, drawings they made and work undertaken later at the children's pre-school. This article discusses the methodological use of photographs as ‘visual data’. A sociocultural framework for analysis is offered for its potential to reveal

APA, Harvard, Vancouver, ISO, and other styles

5

Ward, Kumara. "What's in a Dream? Natural Elements, Risk and Loose Parts in Children's Dream Playspace Drawings." Australasian Journal of Early Childhood 43, no. 1 (2018): 34–42. http://dx.doi.org/10.23965/ajec.43.1.04.

Full text

Abstract:

IN THIS PAPER, CHILDREN'S idealised playspace drawings, arising from their participation in planning a children's playground in a local shopping centre, are examined. This examination is conducted by engaging with theories of human/nature connection, significance of place, and children as agents in co-construction of playspaces. Analysis of the drawings—through a combination of iterative visual methods and children's narratives—highlights the value children place on being outdoors and on natural elements, loose parts and activity in their play. The playspaces imagined/drawn by the children are

APA, Harvard, Vancouver, ISO, and other styles

6

Deguara, Josephine. "Young children’s drawings: A methodological tool for data analysis." Journal of Early Childhood Research 17, no. 2 (2018): 157–74. http://dx.doi.org/10.1177/1476718x18818203.

Full text

Abstract:

Children’s drawings have been analysed in research for several decades, frequently using a narrative style. This article introduces an innovative methodological tool to analyse young children’s drawings. Taking a social semiotics perspective, the aim of this tool is not to replace narrative analysis but to complement it. The study was conducted with three 4-year-old children who were encouraged to draw freely at home and at school. The discussion begins by examining how the form of the drawing, that is, the type and quantity of the modes children used, was analysed; this is followed by an anal

APA, Harvard, Vancouver, ISO, and other styles

7

Elliott, Alison. "From Child Care to School: Experience and Perceptions of Children and their Families." Australasian Journal of Early Childhood 23, no. 3 (1998): 26–32. http://dx.doi.org/10.1177/183693919802300307.

Full text

Abstract:

This paper reports on a study that traced the experiences of Australian working families as their children started school. Each family faced the prospect of moving their child from the intimate environment of a child care centre that operated from early in the morning to early evening to a large primary school with a 9 a.m. to 3 p.m. day. Children and parents were interviewed on two occasions during the transition period and interview transcripts analysed to provide detailed descriptive, interpretative, and evaluative information on experiences and perceptions of the transition. Findings from

APA, Harvard, Vancouver, ISO, and other styles

8

Kay, Carolyn. "German children’s art during World War I." Global Studies of Childhood 11, no. 2 (2021): 195–212. http://dx.doi.org/10.1177/20436106211015694.

Full text

Abstract:

My article considers German wartime propaganda and pedagogy from 1914 to 1916, which influenced young schoolchildren (aged 5–14) to create drawings and paintings of Germany’s military in World War I. In this art, the children drew bodies of German soldiers as tough, heroic, on the move, armed with powerful weapons, and part of a superior military movement; their enemies (French, Russian, British soldiers) embodied disorder, backwardness, ineptitude, and deadly weakness. The artwork by these schoolchildren thus reveals the intense propaganda of the war years, and the children’s tendency to see

APA, Harvard, Vancouver, ISO, and other styles

9

Mertin, Peter, and George Wasyluk. "A Correlational Study of Two Methods for Scoring a Human Figure Drawing." Australian Educational and Developmental Psychologist 7, no. 1 (1990): 19–22. http://dx.doi.org/10.1017/s0816512200026250.

Full text

Abstract:

Since the discovery that children's human figure drawings followed a clear developmental progression with increasing age, they have been used extensively as estimates of intelligence. From its development in 1926, the Goodenough Draw-a-Man Test provided psychologists and educators with a simple mental age score of a child's cognitive maturity. Its attraction lay in the fact that the test's non-verbal nature and brevity allowed it to be used with those whose language skills or attention span was problematic.In 1963, Harris revised the Draw-a-Man and published his work as the Goodenough-Harris D

APA, Harvard, Vancouver, ISO, and other styles

10

Sterk, Jisca, and Peter Mertin. "Developmental Trends in Children's Internal Body Knowledge." Children Australia 42, no. 1 (2016): 66–72. http://dx.doi.org/10.1017/cha.2016.31.

Full text

Abstract:

Literature on children's internal body knowledge has consistently indicated that knowledge about the body develops in an orderly sequence with increasing age. How much children currently know about their internal organs, however, may be influenced by the increase in health and body information available through school education programmes. As there is little recent research in this area, the present study aimed to provide an update on what Australian children currently understand about their anatomy, and to corroborate the developmental trends found in previous research. One hundred and eighty

APA, Harvard, Vancouver, ISO, and other styles

11

Arvind, Gaysu R. "Institutional context, classroom discourse and children's thinking: pedagogy re-examined." Psicologia & Sociedade 20, no. 3 (2008): 378–90. http://dx.doi.org/10.1590/s0102-71822008000300008.

Full text

Abstract:

At this time when credibility of public schooling in India is at low ebb, there is a need to analyze pedagogic discourse in terms of organization and structure of knowledge, school practices that mediate it, and the ways in which it is experienced by children. Building upon the works of Vygotsky, Bernstein and Bruner, a more encompassing account of pedagogic analysis can be realized that links sociological perspective of teaching practices with psychological understanding of learning processes. Drawing on findings from research in two different genres of pedagogic setting, the study provides a

APA, Harvard, Vancouver, ISO, and other styles

12

SORENSON DUNCAN, Tamara, and Johanne PARADIS. "Home language environment and children's second language acquisition: the special status of input from older siblings." Journal of Child Language 47, no. 5 (2020): 982–1005. http://dx.doi.org/10.1017/s0305000919000977.

Full text

Abstract:

AbstractPrevious research suggests that increased second language (L2) input at home may not support L2 acquisition in children from migrant backgrounds. In drawing this conclusion, existing work has largely aggregated across family members. This study contrasts the effect of L2 input from older siblings with that from mothers. Participants were 113 child L2 learners of English (mean age = 5;10 [range 4;10–7;2]; mean exposure to L2 in school = 16.7 months [range 2–48 months]). All children had at least one older sibling. Using hierarchical linear regression modelling with controls for age, non

APA, Harvard, Vancouver, ISO, and other styles

13

Detken, Franziska, and Maja Brückmann. "Accessing Young Children’s Ideas about Energy." Education Sciences 11, no. 2 (2021): 39. http://dx.doi.org/10.3390/educsci11020039.

Full text

Abstract:

We present a multi-method design for elucidating young, mostly illiterate children’s (grades 1 and 2 of Swiss elementary school, ages 6–8) ideas about energy. The design uses semi-structured interviews and video recordings as the main methods of data generation and collection, respectively. A plurality of tasks, including drawing, sorting and a newly developed picture stories task, target core aspects of the scientific energy concept in selected contexts. These tasks provide various opportunities for the children to connect to their prior experiences and express ideas verbally and non-verbally

APA, Harvard, Vancouver, ISO, and other styles

14

Caughter, Sarah, and Victoria Crofts. "Nurturing a Resilient Mindset in School-Aged Children Who Stutter." American Journal of Speech-Language Pathology 27, no. 3S (2018): 1111–23. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0189.

Full text

Abstract:

Purpose To consider the rationale, methods, and potential benefits of nurturing the growth of resilience in school-aged children who stutter. Stuttering in childhood can have negative psychological consequences for some, including the development of a negative attitude toward their speech from a young age (Vanryckeghem, Brutten, & Hernandez, 2005) and possible co-occurring psychopathology in adolescence and adulthood, in particular, anxiety disorders (Blood, Blood, Maloney, Meyer, & Qualls, 2007; Iverach & Rapee, 2014; McAllister, Kelman, & Millard, 2015). Children who stutter

APA, Harvard, Vancouver, ISO, and other styles

15

Schanke, Tuva. "Children’s participation in a school-preparation letter activity." Childhood 26, no. 1 (2018): 113–31. http://dx.doi.org/10.1177/0907568218810092.

Full text

Abstract:

School-preparation activities are central for Norwegian children in their final year in pre-schools, but school-preparation activity is an understudied practice. This article gains insight in children’s participation in school-preparation activities using video data collected in a pre-school over a 7-month period. Various forms of preparation activities took place on a weekly basis, such as trips, projects and drawing. Children’s verbal and embodied actions in a letter-based activity was studied over time, and the children oriented to each other as competitors, supported each other and constru

APA, Harvard, Vancouver, ISO, and other styles

16

Wei, Mei-Hue, and Annie Dzeng. "Cultural and Age Differences of Three Groups of Taiwanese Young Children's Creativity and Drawing." Psychological Reports 112, no. 3 (2013): 900–912. http://dx.doi.org/10.2466/21.04.pr0.112.3.900-912.

Full text

Abstract:

This study investigated the cultural and age effects on children's overall creativity and drawing. 1,055 children ages 6 to 8 from three groups—urban and rural Taiwanese children and Taiwanese children of immigrant mothers, all in public schools—were given a creativity test, a people-drawing test, and a free-drawing test. The results showed that the older Taiwanese children scored higher than the young Taiwanese children on people-drawing and free-drawing, but not overall creativity. Drawing and creativity scores increased in accordance with age. In the six-year-old group, a group difference w

APA, Harvard, Vancouver, ISO, and other styles

17

Trautner, Hanns M., Arnold Lohaus, Winfried B. Sahm, and Nicole Helbing. "Age-graded Judgements of Children's Drawings by Children and Adults." International Journal of Behavioral Development 12, no. 4 (1989): 421–31. http://dx.doi.org/10.1177/016502548901200401.

Full text

Abstract:

A study was conducted to explore the development of drawing abilities in children. One hundred and eighty-five children aged 5-10 years and 27 adults had to rank intra-individual series of man and woman drawings according to the age sequence in which they had been drawn. Of interest was whether the accuracy of the children's judgements would vary with the age level of the drawings to be judged. A further aim was to yield information on the cues children use in the ranking of drawings on an age-graded scale. The results showed that even the youngest children were able to judge the correct age s

APA, Harvard, Vancouver, ISO, and other styles

18

Goodnow, Jacqueline J., Paula Wilkins, and Leslie Dawes. "Acquiring Cultural Forms: Cognitive Aspects of Socialization Illustrated by Children's Drawings and Judgments of Drawings." International Journal of Behavioral Development 9, no. 4 (1986): 485–505. http://dx.doi.org/10.1177/016502548600900406.

Full text

Abstract:

To explore how children come to adopt cultural forms of representation, three studies are presented. Study 1 asks about children's ability to discriminate between 'younger' and 'older' pieces of work, with 'younger and 'older' distinguished on the basis of Developmental Drawing Status (Harris 1963). Study 2 asks about children's preferences and the extent to which they match those of teachers. Study 3 asks about the differences between drawings children produce for themselves and those they produce when asked by an adult for a 'good' drawing. The underlying assumption is that one condition inf

APA, Harvard, Vancouver, ISO, and other styles

19

Deakin, Jo, and Aaron Kupchik. "Tough Choices: School Behaviour Management and Institutional Context." Youth Justice 16, no. 3 (2016): 280–98. http://dx.doi.org/10.1177/1473225416665610.

Full text

Abstract:

In the light of recent disciplinary reform in United States and United Kingdom schools, academic attention has increasingly focused on school punishment. Drawing on interviews with school staff in alternative and mainstream schools in the United States and the United Kingdom, we highlight differences in understandings and practices of school discipline. We argue that, in both countries, there is a mismatch between mainstream schools and alternative schools regarding approaches to punishment, techniques employed to manage student behaviour and supports given to students. While these disparities

APA, Harvard, Vancouver, ISO, and other styles

20

Francia, Guadalupe, and Silvia Edling. "Children’s rights and violence: A case analysis at a Swedish boarding school." Childhood 24, no. 1 (2016): 51–67. http://dx.doi.org/10.1177/0907568216634063.

Full text

Abstract:

Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

APA, Harvard, Vancouver, ISO, and other styles

21

Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 156–68. http://dx.doi.org/10.21009/141.11.

Full text

Abstract:

   Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this s

APA, Harvard, Vancouver, ISO, and other styles

22

Evans, John. "School closures, amalgamations and children’s play: Bigger may not be better." Children Australia 23, no. 1 (1998): 12–18. http://dx.doi.org/10.1017/s1035077200008464.

Full text

Abstract:

Recent government decisions to close schools with small enrolments appear not to have taken into consideration the implications such a move might have for children’s out-of-classroom activities. Drawing on relevant literature, and accounts from teachers who have taught, or are teaching in small and large primary schools, this paper questions the prevailing belief that ‘bigger is better’ by pointing to some of the unique characteristics of small school playgrounds which provide children with opportunities and experiences not available in larger schools.

APA, Harvard, Vancouver, ISO, and other styles

23

Rigby, Ken. "What children tell us about bullying in schools." Children Australia 22, no. 2 (1997): 28–34. http://dx.doi.org/10.1017/s1035077200008178.

Full text

Abstract:

It is argued that much needed policies and practices to counter bullying in Australian schools should be based upon a realistic appraisal of what is known through research into the nature of the problem. This article provides a review of relevant Australian research between 1991 and 1996 conducted primarily by the author and co-workers, drawing particularly on school children’s reports and experiences and their perceptions of what can be done; finally it discusses steps that can be taken to reduce bullying in schools.

APA, Harvard, Vancouver, ISO, and other styles

24

Kustatscher, Marlies. "Young children’s social class identities in everyday life at primary school: The importance of naming and challenging complex inequalities." Childhood 24, no. 3 (2017): 381–95. http://dx.doi.org/10.1177/0907568216684540.

Full text

Abstract:

This article explores young children’s social class identities in the context of a Scottish primary school, highlighting the ambivalent institutional discourses around ‘diversity’ and social class in the school context. Drawing on ethnographic fieldwork with 5- to 7-year-olds, it shows the emotional and embodied aspects through which social class differences are performed in the children’s intra- and intergenerational interactions, and the implications for the children’s relationships and experiences in school. The study shows that practitioners need to name and address social class difference

APA, Harvard, Vancouver, ISO, and other styles

25

MacLeod, Andrea A. N., Rabia Sabah Meziane, and Diane Pesco. "Language abilities of children with refugee backgrounds: Insights from case studies." Applied Psycholinguistics 41, no. 6 (2020): 1329–49. http://dx.doi.org/10.1017/s0142716420000405.

Full text

Abstract:

AbstractSince 2015, more than 58,000 Syrian refugees have settled in Canada and, at the time of the 2016 national census, more than a fifth had settled in the province of Quebec. The rising numbers of refugees and the risks associated with families’ forced displacement have underscored the need to better understand and support the language of refugee children. The article reports on the oral language of three Syrian children ages five and six years, drawing on data from parent interviews, teacher reports, measures of the children’s language, and observations of their language use in a dual-lan

APA, Harvard, Vancouver, ISO, and other styles

26

Tryphon, Anastasia, and Jacques Montangero. "The Development of Diachronic Thinking in Children: Children's Ideas about Changes in Drawing Skills." International Journal of Behavioral Development 15, no. 3 (1992): 411–24. http://dx.doi.org/10.1177/016502549201500308.

Full text

Abstract:

Classical work on the development of time concepts has focused on children's representation of time and reasoning involved in time measures. However, little is known about children's use of time concepts in their explanations of reality. The experiment presented here is concerned with the development of children's diachronic thinking, i.e. the ability to situate an object of knowledge (event, physical object, phenomenon, etc.) within a temporal dimension and to conceive of the changes of this object with time. The experimental situation explores children's understanding and reconstruction of t

APA, Harvard, Vancouver, ISO, and other styles

27

Ivanova, Veronika. "Specifics in Children's Drawings with Autism." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (2021): 368–73. http://dx.doi.org/10.6000/2292-2598.2021.09.04.3.

Full text

Abstract:

Background: The peculiarities of sensory perception and perception of one's own body in children with autism are the basis for understanding their cognitive and social development difficulties. Objective: The study aims to structure different categories of drawings of children with autism and compare them with the severity of autism measured by CARS2. Methods: 120 children aged 3 to 9 years were studied (X= 6.26, SD = 3.16). Drawings of autistic children. The children have a white sheet, pencils, a children's drawing table, and the experimenter asks them to draw a person. The children were stu

APA, Harvard, Vancouver, ISO, and other styles

28

Burkitt, Esther, Katri Tala, and Jason Low. "Finnish and English children's color use to depict affectively characterized figures." International Journal of Behavioral Development 31, no. 1 (2007): 59–64. http://dx.doi.org/10.1177/0165025407073573.

Full text

Abstract:

Recent research has shown that children use colors systematically in relation to how they feel about certain colors and the figures that they draw. This study explored cultural differences between Finnish and English children's use of color to represent figures with contrasting emotional characters. One hundred and eight children (54 Finnish, 54 English) were divided into two age groups (5–7 years and 7–9 years). All children colored three emotionally characterized drawings and rated their affect towards the 10 colors provided and the three differentially characterized figures. It was found th

APA, Harvard, Vancouver, ISO, and other styles

29

Banamtuan, Maglon F., and Harun Y. Natonis. "Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 29–42. http://dx.doi.org/10.21009/10.21009/jpud.131.03.

Full text

Abstract:

This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's ef

APA, Harvard, Vancouver, ISO, and other styles

30

BROOKS, MICHAEL R., SHEILA M. GLENN, and W. RAY CROZIER. "PRE-SCHOOL CHILDREN'S PREFERENCES FOR DRAWINGS OF A SIMILAR COMPLEXITY TO THEIR OWN." British Journal of Educational Psychology 58, no. 2 (1988): 165–71. http://dx.doi.org/10.1111/j.2044-8279.1988.tb00889.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Pfeffer, K. "SEX-IDENTIFICATION AND SEX-TYPING IN SOME NIGERIAN CHILDREN'S DRAWINGS." Social Behavior and Personality: an international journal 13, no. 1 (1985): 69–73. http://dx.doi.org/10.2224/sbp.1985.13.1.69.

Full text

Abstract:

Sex-identification and sex-typing were examined in some Nigerian primary school children using Draw-A-Person. Subjects were from the Yoruba ethnic group. Sex-role differentiation in the Yoruba culture was outlined. The effects of sex and social class on sex-identification and sex-typing were examined. The results suggest that Yoruba girls are less likely to show own-sex identification than Yoruba boys (p<.001) and that this tendency is more marked for low-income than ‘elite’ girls (p<.01). Regarding sex-typing, marginal sex differences were observed though the number of drawings amenable

APA, Harvard, Vancouver, ISO, and other styles

32

Baluch, Bahman, Linda J. Duffy, Rokhsareh Badami, and Elisangela C. Ap Pereira. "A cross-continental study on children's drawings of football players: Implications for understanding key issues and controversies in human figure drawings." Europe’s Journal of Psychology 13, no. 3 (2017): 455–71. http://dx.doi.org/10.5964/ejop.v13i3.1237.

Full text

Abstract:

Professionals examine various aspects of girls’ and boys’ drawings as a way of understanding their intelligence, personality and emotional state. However, the extent to which such measures could be universally generalised or attributed to a specific cultural norm is still a debatable issue. In the present study five key features of children’s drawings namely: the size (height) of the drawings, profile or full face, figure in action or static, shaded or non-shaded and the nature of additional details were examined from a cross-cultural perspective, and by providing a topic (football) for which

APA, Harvard, Vancouver, ISO, and other styles

33

Margetts, Kay. "Preparing Children for School—Benefits and Privileges." Australasian Journal of Early Childhood 32, no. 2 (2007): 43–50. http://dx.doi.org/10.1177/183693910703200208.

Full text

Abstract:

THE IMPORTANCE OF carefully planned transition programs for children commencing school has been advocated in the literature. These programs should be based on sound principles of transition and reflect the voices of parents, preschool and school staff, and children. A variety of practices exists, and children's participation in transition programs also varies. This paper reports a study about the participation of children and their parents in different transition activities, differences in this participation by child gender and family demographics, and the relationship between participation in

APA, Harvard, Vancouver, ISO, and other styles

34

Pfeffer, K., and A. Olowu. "Effects of Socioeconomic Differences on the Sophistication of Nigerian Children's Human Figure Drawings." Perceptual and Motor Skills 62, no. 3 (1986): 771–74. http://dx.doi.org/10.2466/pms.1986.62.3.771.

Full text

Abstract:

Drawings of a man and a woman were obtained from 125 Yoruba school children from middle and low income schools. Comparisons based on over-all shape and proportion of figures, inclusion of and position of body parts, and inclusion of clothes and fine details were made between subjects of middle and low income. Middle-income children drew more realistic figures than low-income children based on all the measured criteria. Findings were related to differences in socialization. Implications for education were also discussed.

APA, Harvard, Vancouver, ISO, and other styles

35

MacDonald, Amy. "Drawing Stories: The Power of Children's Drawings to Communicate the Lived Experience of Starting School." Australasian Journal of Early Childhood 34, no. 3 (2009): 40–49. http://dx.doi.org/10.1177/183693910903400306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Lewis, Vicky. "Young Children's Painting of the Sky and the Ground." International Journal of Behavioral Development 13, no. 1 (1990): 49–65. http://dx.doi.org/10.1177/016502549001300104.

Full text

Abstract:

Young children often leave a gap between the sky and the horizon in their drawings and paintings. Study 1 examined the landscape paintings of a group of 45 7-10-year-old children and found the children leaving an air gap to be significantly younger than those painting the sky to the horizon. In addition the omission of the air gap was associated with the use of devices to represent three-dimensional space in two dimensions. In Study 2 a group of 7-8-year old chldren painted landscapes on two occasions separated by 7-7.5 months. This study suggested that there are a series of stages between lea

APA, Harvard, Vancouver, ISO, and other styles

37

Surian, Luca. "Do children exploit the Maxim of Antecedent in order to interpret ambiguous descriptions?" Journal of Child Language 18, no. 2 (1991): 451–57. http://dx.doi.org/10.1017/s0305000900011156.

Full text

Abstract:

ABSTRACTTwenty Italian six-year-olds and 20 eight-year-olds were asked to interpret eight ambiguous and eight clear definite descriptions. All ambiguous descriptions could refer to three drawings, one of which had been described by the subjects immediately before the comprehension task. In half of the trials with ambiguous messages the children's interlocutor was present while the children were describing the drawings; in the other half he was absent. In both conditions subjects showed a preference for the referents they had already described, indicating that they applied egocentrically a comp

APA, Harvard, Vancouver, ISO, and other styles

38

Savoie-Zajc, Lorraine. "Children's Visual Representations of Food and Meal Time: Towards an Understanding of Nutrition and Educational Practices." European Educational Research Journal 4, no. 2 (2005): 132–41. http://dx.doi.org/10.2304/eerj.2005.4.2.5.

Full text

Abstract:

Within the broad perspective of school and social exclusion, this article pays attention to an important factor of exclusion: overweight and obesity in primary school children. An interdisciplinary research was conducted and aimed at the study of social representations and practices surrounding food which primary school children, their parents and their teachers hold. This article proposes, firstly, an analysis of drawings produced by the children. Most of them represented dinner time as a social event when the family gathers together. It is pictured as a pleasant and joyful moment of the day,

APA, Harvard, Vancouver, ISO, and other styles

39

Danby, Susan, Catherine Thompson, Maryanne Theobald, and Karen Thorpe. "Children's strategies for making friends when starting school." Australasian Journal of Early Childhood 37, no. 2 (2012): 63–71. http://dx.doi.org/10.1177/183693911203700210.

Full text

Abstract:

STARTING SCHOOL IS A critical and potentially stressful time for many young children, and having supportive relationships with parents, teachers and peers and friends offer better outcomes for school adjustment and social relationships. This paper explores matters of friendship when young children are starting school, and how they initiate friendships. In audio-recorded conversations with researchers, the children proposed a number of strategies, including making requests, initiating clubs and teams, and peer intervention to support a friend. Their accounts drew on social knowledge and relatio

APA, Harvard, Vancouver, ISO, and other styles

40

GÁMEZ, PERLA B., PRIYA M. SHIMPI, HEIDI R. WATERFALL, and JANELLEN HUTTENLOCHER. "Priming a perspective in Spanish monolingual children: The use of syntactic alternatives." Journal of Child Language 36, no. 2 (2008): 269–90. http://dx.doi.org/10.1017/s0305000908008945.

Full text

Abstract:

ABSTRACTWe used a syntactic priming paradigm to show priming effects for active and passive forms in monolingual Spanish-speaking four- and five-year-olds. In a baseline experiment, we examined children's use of the fue-passive form and found it was virtually non-existent in their speech, although they produced important elements of the form. Children used a more frequent Spanish passive form, the subjectless/se-passive. In a priming experiment, we presented children with drawings described using either active or fue-passive sentences. Children then described novel drawings. Priming was induce

APA, Harvard, Vancouver, ISO, and other styles

41

McGillicuddy, Deirdre, and Malgosia Machowska-Kosciak. "Children’s Right to Belong?—The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children’s Negotiation of Academic and Social Identities in School." Education Sciences 11, no. 8 (2021): 383. http://dx.doi.org/10.3390/educsci11080383.

Full text

Abstract:

Migration across the OECD this decade is reflected in increasingly diverse societies. Although migration into Ireland remains relatively low, increasing pupil diversity is evident in the physical, pedagogical, curricular, and socio-relational aspects of schooling. While the intensity of such changes are evident in teacher pedagogy, children’s social worlds, and classroom/school dynamics, most notable is the lack of policy development to support school practices. Drawing on two in-depth case studies, this paper aims to foreground minority ethnic children/young people’s voice(s) as they negotiat

APA, Harvard, Vancouver, ISO, and other styles

42

Whitton, Diana. "Transition to School for Gifted Children." Australasian Journal of Early Childhood 30, no. 3 (2005): 27–31. http://dx.doi.org/10.1177/183693910503000305.

Full text

Abstract:

Starting school raises concerns for children, parents and teachers. Each has a range of issues to consider. Over the past eight years, The Starting School Research Project has examined eight categories which various stakeholders see as important in children's transition to school. This paper focuses on a particular group, gifted children starting school, to determine whether the perceptions and expectations of parents and gifted children about to start school were similar to or different from those of the more general groups studied by The Starting School Research Project.

APA, Harvard, Vancouver, ISO, and other styles

43

Roe, Amy, Laura Bridges, Judy Dunn, and Thomas G. O'Connor. "Young children's representations of their families: A longitudinal follow-up study of family drawings by children living in different family settings." International Journal of Behavioral Development 30, no. 6 (2006): 529–36. http://dx.doi.org/10.1177/0165025406072898.

Full text

Abstract:

Family drawings of 166 children aged 7 years (97 boys and 69 girls, age range 6.7–7.9 years), living in various family settings–stepfather, single-parent, complex stepfamilies and non-step control families–were investigated; longitudinal data were available for 119. The exclusion of family members and the grouping of parents were examined in relation to family type, biological relatedness and residency. Longitudinal analyses showed consistency in familial representations and predictions of child adjustment over time, validating the measure. Children from step and single-parent families were mo

APA, Harvard, Vancouver, ISO, and other styles

44

Oppenheimer, Louis. "Are children’s views of the ‘‘enemy’’ shaped by a highly-publicized negative event?" International Journal of Behavioral Development 34, no. 4 (2010): 345–53. http://dx.doi.org/10.1177/0165025409339098.

Full text

Abstract:

In the beginning of the first decade of this century, some highly-publicized extremistic acts of terror occurred. A hostage tragedy in a school in Beslan (North Ossetia) was followed in the Netherlands by the brutal murder of the controversial Dutch filmmaker and newspaper columnist Theo van Gogh, bomb attacks in Bali and Madrid and other acts of terrorism between 2002 and 2005. The aim of the present study was to examine whether these events have resulted in the emergence of a collective enemy in the Netherlands, and whether this is reflected by the enemy images and understanding of enemy wit

APA, Harvard, Vancouver, ISO, and other styles

45

Bhana, Kastoor. "Perceived Competence in School Functioning of Indian Children." South African Journal of Psychology 17, no. 1 (1987): 15–19. http://dx.doi.org/10.1177/008124638701700103.

Full text

Abstract:

Indian children's perceptions of their own competency in different domains of school functioning as well as in the general area of self-worth were examined using the Perceived Competence Scale of Harter (1982). Six hundred Indian school children, comprising 75 boys and 75 girls from each of Stds 2 to 5, were tested. In addition, their teachers were asked to complete a similar form reflecting their perceptions of the children's competencies. Teacher assessments were obtained for 138 randomly selected children. The major results indicated that (a) the children perceived their competencies to be

APA, Harvard, Vancouver, ISO, and other styles

46

MacRae, Christina. "Representing Space: Katie's Horse and the Recalcitrant Object." Contemporary Issues in Early Childhood 9, no. 4 (2008): 275–86. http://dx.doi.org/10.2304/ciec.2008.9.4.275.

Full text

Abstract:

This article is a practitioner's attempt to resist habitual ways of interpreting and responding to young children's drawings. Early art education as a discipline is shot through with complexities, including wider shifting social discourses. This article specifically explores the continuing and powerful effect that Piaget's developmental approach has had on ways that teachers expect children to represent the world. The critique of Piaget examines how his stages of cognitive development intersect with an account of perspective that naturalises the claims it makes to represent the world. Critical

APA, Harvard, Vancouver, ISO, and other styles

47

Hanson, Marci J., Eva Horn, Susan Sandall, et al. "After Preschool Inclusion: Children's Educational Pathways over the Early School Years." Exceptional Children 68, no. 1 (2001): 65–83. http://dx.doi.org/10.1177/001440290106800104.

Full text

Abstract:

A complex array of factors influences the implementation of inclusion within educational systems. This article examines decision making regarding young children's participation in inclusive programs. A qualitative design was employed to study influential factors over the course of a 5-year period as children moved from inclusive preschool placements to elementary school. Family, classroom, school, and societal influences were examined through families' perspectives on children's school experiences. At the end of the 5-year follow-along period, 60% of the children remained in some level of incl

APA, Harvard, Vancouver, ISO, and other styles

48

Sanagavarapu, Prathyusha, Maria Said, Constance Katelaris, and Brynn Wainstein. "Transition to School Anxiety for Mothers of Children with Food Allergy: Implications for Educators." Australasian Journal of Early Childhood 41, no. 4 (2016): 115–22. http://dx.doi.org/10.1177/183693911604100414.

Full text

Abstract:

PARENTAL CONCERNS FOR THE safety of their children with food allergy greatly increase once they reach ‘school age’, yet those concerns have not been investigated to date, despite the increasing attendance of children with food allergy in schools in Australia and globally. This pilot study explored 10 affected Australian mothers' feelings and perspectives of their children's transition to school. The results from Photo Elicitation Interviews revealed that mothers were anxious, concerned about their children's safety, and they perceived food allergy risks to be comparatively greater in schools t

APA, Harvard, Vancouver, ISO, and other styles

49

Gonzalez, Paola A., Rebecca K. Zarger, C. Ann Vitous, and Christine Prouty. "Understanding Children's Perspectives On Water Resources in Interdisciplinary Research." Practicing Anthropology 41, no. 1 (2019): 32–37. http://dx.doi.org/10.17730/0888-4552.41.1.32.

Full text

Abstract:

Abstract Children's perspectives and knowledge of their local environment are not often incorporated into interdisciplinary applied research projects focused on understanding human relations with water resources. This paper discusses the process of integrating children's perspectives into interdisciplinary research on water resources through the use of a method called “picture voice,” where children create drawings to share their experiences. The paper focuses on research conducted in southern Belize and how this approach can be useful for developing educational activities for school settings

APA, Harvard, Vancouver, ISO, and other styles

50

Mejía-Arauz, Rebeca, Barbara Rogoff, and Ruth Paradise. "Cultural variation in children's observation during a demonstration." International Journal of Behavioral Development 29, no. 4 (2005): 282–91. http://dx.doi.org/10.1177/01650250544000062.

Full text

Abstract:

Ethnographic research indicates that in a number of cultural communities, children's learning is organised around observation of ongoing activities, contrasting with heavy use of explanation in formal schooling. The present research examined the extent to which first- to third-grade children observed an adult's demonstration of how to fold origami figures or observed the folding of two slightly older children who also were trying to make the figures, without requesting further information. In the primary analysis, 10 Mexican heritage US children observed without requesting additional informati

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!