Impacts of Teacher–Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers’ Social Interaction

Lin, Tzu‐Jung; Justice, Laura M.; Emery, Alyssa; Mashburn, Andrew J.; Pentimonti, Jill M.

doi:10.1080/10409289.2016.1246287

Cited by 12 publications

(2 citation statements)

References 60 publications

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“…The researcher experimentally proved that inadequate self-esteem can be corrected. C. Driscoll and M. Carter emphasised that the correct formation of self-esteem is one of the most important factors in the development of personality [28]. According to the T.-J.…”

Section: Discussionmentioning

confidence: 99%

Formation of primary school children self esteem on the basis of criteria-based assessment

et al. 2021

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Introduction. The ongoing socio-economic transformations in society and science education actualise the modern educational policy in the field of personality formation of students who are capable of self-development and self-realisation. In these conditions, the primary school provides an integral system of knowledge, skills, and experience of independent activity and personal responsibility of students. The article deals with the problem of development of self-esteem in primary school children.Aim. The aim of this research was to investigate the relationship between self-esteem and academic performance among primary school children.Methodology and research methods. The present research is based on systemic, personal, axiological, and activity methodological approaches. The article includes the study of the types of self-esteem of primary school children, and the level of aspirations. 107 school pupils participated in the research. At the ascertaining stage, diagnostics of the level of formation of self-esteem of younger schoolchildren was carried out. A number of pedagogical conditions to improve the cognitive, evaluative, and behavioural components were implemented at the training stage of the research.Results. The authors define the following concepts: self-assessment, types of self-assessment, self-assessment of primary school children, the level of claims, and criteria assessment. The programme of diagnostics of the level of formation of self-esteem of primary school children is presented. The indicators (cognitive, evaluative, and behavioural) and levels of formation of self-esteem of the primary school children (low, adequate, overestimated) are defined. The article presents the results of experimental work on the implementation of pedagogical conditions (including primary school children in the process of self-knowledge; gradual involvement of primary school children in self-assessment and reflexive activities; participation of primary school children in the formation of criteria-based assessment) to increase the level of self-esteem of primary school children.Scientific novelty. The pedagogical conditions, which contribute to the self-esteem of primary school children, are presented for the first time.Practical significance. The materials of the article are of practical value for teachers engaged in the development of lectures, seminars, assignments for independent work.

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Section: Discussionmentioning

confidence: 99%

Formation of primary school children self esteem on the basis of criteria-based assessment

et al. 2021

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“…The most effective developmentally focused curricula are also designed to create classroom experiences that foster development in the nontargeted domains. For example, math curricula can build executive function skills through activities that explicitly engage children's attention and memory skills , teachers can build social skills during whole‐group literacy instruction if they effectively scaffold peer interactions , and self‐regulation curricula can improve early academic skills by helping children learn to stay focused and engaged during learning .…”

Section: Ece Programs Struggle To Support Development Across All Domamentioning

confidence: 99%

Leveraging Developmental Insights to Improve Early Childhood Education

Markowitz

Bassok

Hamre

2017

Child Dev Perspectives

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Public investments in early childhood education have increased sharply over the past three decades. Nonetheless, many children in the United States do not have access to high‐quality early education settings and large sociodemographic gaps in children's early learning remain. In this article, we argue that to address these issues, early learning policies must not only invest more in children's earliest years, but invest smarter. We describe three insights from developmental science and provide evidence that the current system of supports for early learning is at odds with what we now know about when and how children develop. We end with recommendations for anchoring early childhood policy and practice in developmental science, and improving children's interactions and learning experiences in their first years of life.

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Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review

Fujiwara

Sonoyama²

2022

Child Youth Care Forum

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Impacts of Teacher–Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers’ Social Interaction

Cited by 12 publications

References 60 publications

Formation of primary school children self esteem on the basis of criteria-based assessment

Formation of primary school children self esteem on the basis of criteria-based assessment

Leveraging Developmental Insights to Improve Early Childhood Education

Children’s Social Interaction in Pre-school Education and Childcare Settings: A Systematic Review

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