This document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including place-based education, cooperative learning strategies, critical pedagogy, and progressive educational models. It provides examples of how each philosophy encourages active, engaged learning through relating course content to students' own communities and experiences, collaborative work between students, and inclusion of diverse cultural perspectives. Implementing these philosophies offers alternatives to traditional textbook-based instruction and promotes deeper understanding and appreciation of social studies topics.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
The document discusses multicultural education and its role in the classroom. It focuses on using music and social justice issues to promote discussions about discrimination and injustice. Students gain an awareness of these issues in different cultures and question their own assumptions. The framework for lessons draws connections across subjects and cultures to investigate historical and social contexts of music. Power and empowerment are also discussed, with the goal of empowering students and shifting power to groups facing injustice in order to promote positive change.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
Multicultural education is an approach to school reform that promotes equity, social justice, and democracy by helping students develop positive self-images, offering equitable educational opportunities, and combating stereotypes. It increases global awareness, strengthens intercultural understanding, encourages critical thinking, and teaches multiple historical perspectives to open students' eyes to new worlds.
This document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including place-based education, cooperative learning strategies, critical pedagogy, and progressive educational models. It provides examples of how each philosophy encourages active, engaged learning through relating course content to students' own communities and experiences, collaborative work between students, and inclusion of diverse cultural perspectives. Implementing these philosophies offers alternatives to traditional textbook-based instruction and promotes deeper understanding and appreciation of social studies topics.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
Culturally responsive teaching empowers students intellectually, socially, emotionally, and politically by incorporating their cultural references into all aspects of learning. It recognizes that culture plays a central role in the learning process. A culturally responsive pedagogy acknowledges, responds to, and celebrates students' fundamental cultures to provide full equitable access to education. Key characteristics of culturally responsive teaching include maintaining positive perspectives on students' parents and families, facilitating learning experiences that are student-centered and culturally mediated, and fostering a sense of belonging by sharing and celebrating different cultures.
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
The document discusses multicultural education and its role in the classroom. It focuses on using music and social justice issues to promote discussions about discrimination and injustice. Students gain an awareness of these issues in different cultures and question their own assumptions. The framework for lessons draws connections across subjects and cultures to investigate historical and social contexts of music. Power and empowerment are also discussed, with the goal of empowering students and shifting power to groups facing injustice in order to promote positive change.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
Multicultural education is an approach to school reform that promotes equity, social justice, and democracy by helping students develop positive self-images, offering equitable educational opportunities, and combating stereotypes. It increases global awareness, strengthens intercultural understanding, encourages critical thinking, and teaches multiple historical perspectives to open students' eyes to new worlds.
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
This document discusses the concept of pedagogy. It defines pedagogy as the theory and practice of teaching and learning, and how social, political, and psychological factors influence this process. Pedagogy considers the interactions that take place during learning. It also discusses five principles of pedagogy: motivation, exposition, direction of activity, criticism, and inviting imitation. Additionally, it provides a brief history of how pedagogy emerged as an applied science in the late 19th century aimed at guiding the teaching and learning process.
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
The document discusses research on the impact of student diversity on literacy development and identifies common categories of diversity such as ethnicity, socioeconomic status, and language. It provides recommendations for teachers, teacher educators, and administrators to honor diversity, such as making connections between instruction and students' experiences, diversifying texts, and addressing moral and educational dilemmas created by competing pressures in schools. The goal is to create safe spaces and pathways for all students through literacy instruction that values diversity and avoids essentializing students.
Learning takes place through social and cultural contexts, not in isolation. Both cognitive development and social practices are important for learning, as the cognitive and social are intertwined in classroom learning. The primary way learning occurs is through interaction and engagement with other students and teachers during shared activities that provide opportunities to learn.
This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as a guiding program for teaching and learning that outlines what is taught, how it is taught, and to whom. While curriculum construction is important, effective implementation is key. The paper examines factors that enhance and hinder curriculum implementation in religious education, which requires special attention compared to other subjects. It also discusses the important role of teachers in the implementation process. Recommendations are made to improve curriculum implementation in religious education.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
The document discusses five approaches to multicultural education:
1. Teaching the Exceptionally and Culturally Different
2. Human Relations Approach
3. Single-Group Studies Approach
4. Multicultural Education Approach
5. Education That is Multicultural and Social Reconstructionist
Students are asked to research one of the approaches, define its assumptions and instructional goals, and provide examples from a teaching case study. They will then discuss the key ideas of their assigned section in small groups.
Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The contributions approach celebrates various cultures, while the additive approach incorporates diverse perspectives without changing curriculum. The transformational approach changes curriculum to view concepts from multiple ethnic views. The social action approach involves students in activities for social change.
INTRODUCTION:
Whenever two or more people come together with a shared purpose, they form a culture with its own written and unwritten rules for behavior. Our families, workplaces, and communities all have cultures. These cultures have a tremendous, though rarely recognized, impact upon our behavior as individuals.
Each cultural environment provides a set of standards to which we must adapt. Our behavioral patterns change dramatically from one cultural context to another. We are expected to behave in accordance with our cultures, but if we choose not to go along, we must be prepared for the consequences. When we select goals for ourselves that violate the culture, we must either change the culture or endure a never- ending struggle.
Changes in culture that are initiated by a group need cultural support of the members of the group, or else they will not last long. A supportive cultural environment is needed for a lasting change.
Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The transformational approach changes curriculum structure to view concepts from multiple perspectives, while the social action approach includes activities for social change. Multicultural education increases productivity, problem solving, relationships, and societal vitality while decreasing stereotyping.
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
Multicultural education aims to provide equal educational opportunities to all students regardless of their race, ethnicity, social class, or gender. It acknowledges that some students face barriers in education due to their social identities. Multicultural education is both an educational concept promoting diversity and inclusion, as well as a reform movement seeking to make schools more equitable through curriculum changes, teaching strategies, and culture shifts. It aims to empower all students and help schools achieve democratic ideals of justice and equality through an ongoing process of reform. Effective multicultural education incorporates content about diverse cultures, examines how knowledge is socially constructed, reduces prejudice, uses equitable teaching methods, and promotes an inclusive school culture.
This document discusses the importance and goals of multicultural education. It defines multicultural education as a progressive approach that promotes educational equality and social justice. The key components are integrating diverse content, reducing prejudice, empowering school culture, and promoting social justice. An effective multicultural education prepares students for a diverse global society by addressing issues like racism, sexism, and discrimination. It helps students develop positive identities and teaches them to challenge inequality in society. Educators must reconstruct their own views and use teaching methods that value all cultural backgrounds.
The document discusses the importance of teaching social justice concepts in the classroom, including awareness, power, multicultural education, and curriculum. It argues that students need to understand their role in society and how their actions can create change. Both students and teachers must work to establish a learning environment where political and social issues can be discussed openly. A multicultural curriculum is necessary to raise awareness of injustices and engage students in social movements seeking to shift power towards marginalized groups.
This document discusses culturally responsive training and provides tools for its implementation. It begins by defining culturally responsive teaching as creating an environment where diverse groups feel comfortable, welcome and valued. It then presents five tools for culturally responsive training: 1) Wlodkowski's motivational framework, 2) participation guidelines, 3) communication strategies, 4) cooperative learning, and 5) observation guides. The document advocates applying these tools to respect different cultures while building a common learning culture.
Peas on Earth - Social Justice Through Multicultural EducationIrieMonte
This document discusses social justice through multicultural education. It questions common metaphors used to conceptualize multicultural education and whether they encompass all aspects. It suggests multicultural education should be a social movement led by the communities it aims to benefit. The document provides ideas for educators to involve local communities in schools, such as joining community groups. It also discusses the concepts of power and social justice in education.
The characteristics of multicultural educationHanif Zakaria
Multicultural education has several key characteristics and dimensions:
First, it recognizes diversity in national, international, and sub-cultural groups. It aims to understand and appreciate different cultures.
Second, it has four interrelated dimensions - integrating diverse cultures into curriculum, understanding knowledge from different cultural perspectives, using equitable teaching methods, and reducing prejudice.
Third, when implemented well through a strategic school culture, multicultural education respects diversity and human dignity while addressing social issues in the community.
Mario tuvo muchas aventuras y enfrentó numerosos enemigos como Bowser mientras rescataba a la princesa, pero después de años de lucha se retiró de la acción y decidió dedicarse a los deportes y a una vida tranquila, por lo que la princesa no fue salvada en esa ocasión.
El documento presenta la estructura organizacional del programa de comunicación social y periodismo de la Universidad Surcolombiana, incluyendo su plan de estudio, líneas de investigación, semilleros de investigación y los medios de comunicación institucional promovidos por el programa. Además, invita a visitar la página web de la universidad para más información.
Book review global issues in comparative education - 142-fss-ph-d_edu-f17 - ...Fazal Hakeem
Book Review as an assignment
Title: "Global Issues and Comparative Education"
Author: Wendy Bignold and Liz Gayton
A CIP record for this book is available from the British Library.
ISBN: 978 1 84445 208 8
The rights of the authors and editors to be identified as the Authors of this Work
have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
Contributed Book, Edited Volume or Edited Collection (OUP, n.d.)
This document discusses the concept of pedagogy. It defines pedagogy as the theory and practice of teaching and learning, and how social, political, and psychological factors influence this process. Pedagogy considers the interactions that take place during learning. It also discusses five principles of pedagogy: motivation, exposition, direction of activity, criticism, and inviting imitation. Additionally, it provides a brief history of how pedagogy emerged as an applied science in the late 19th century aimed at guiding the teaching and learning process.
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
The document discusses research on the impact of student diversity on literacy development and identifies common categories of diversity such as ethnicity, socioeconomic status, and language. It provides recommendations for teachers, teacher educators, and administrators to honor diversity, such as making connections between instruction and students' experiences, diversifying texts, and addressing moral and educational dilemmas created by competing pressures in schools. The goal is to create safe spaces and pathways for all students through literacy instruction that values diversity and avoids essentializing students.
Learning takes place through social and cultural contexts, not in isolation. Both cognitive development and social practices are important for learning, as the cognitive and social are intertwined in classroom learning. The primary way learning occurs is through interaction and engagement with other students and teachers during shared activities that provide opportunities to learn.
This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as a guiding program for teaching and learning that outlines what is taught, how it is taught, and to whom. While curriculum construction is important, effective implementation is key. The paper examines factors that enhance and hinder curriculum implementation in religious education, which requires special attention compared to other subjects. It also discusses the important role of teachers in the implementation process. Recommendations are made to improve curriculum implementation in religious education.
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within K-12 education, social studies provides coordinated lessons drawing on disciplines like history, economics, geography, civics, and others. The primary goal is to help students develop the skills, knowledge, and values to be informed and engaged democratic citizens.
The document discusses five approaches to multicultural education:
1. Teaching the Exceptionally and Culturally Different
2. Human Relations Approach
3. Single-Group Studies Approach
4. Multicultural Education Approach
5. Education That is Multicultural and Social Reconstructionist
Students are asked to research one of the approaches, define its assumptions and instructional goals, and provide examples from a teaching case study. They will then discuss the key ideas of their assigned section in small groups.
Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The contributions approach celebrates various cultures, while the additive approach incorporates diverse perspectives without changing curriculum. The transformational approach changes curriculum to view concepts from multiple ethnic views. The social action approach involves students in activities for social change.
INTRODUCTION:
Whenever two or more people come together with a shared purpose, they form a culture with its own written and unwritten rules for behavior. Our families, workplaces, and communities all have cultures. These cultures have a tremendous, though rarely recognized, impact upon our behavior as individuals.
Each cultural environment provides a set of standards to which we must adapt. Our behavioral patterns change dramatically from one cultural context to another. We are expected to behave in accordance with our cultures, but if we choose not to go along, we must be prepared for the consequences. When we select goals for ourselves that violate the culture, we must either change the culture or endure a never- ending struggle.
Changes in culture that are initiated by a group need cultural support of the members of the group, or else they will not last long. A supportive cultural environment is needed for a lasting change.
Multicultural education aims to increase educational equity and is a progressive approach to transforming education. It has goals of creating a safe learning environment for all, strengthening cultural awareness, and preventing prejudice. James Banks identified four approaches to multicultural education: contributions, additive, transformational, and social action. The transformational approach changes curriculum structure to view concepts from multiple perspectives, while the social action approach includes activities for social change. Multicultural education increases productivity, problem solving, relationships, and societal vitality while decreasing stereotyping.
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
Multicultural education aims to provide equal educational opportunities to all students regardless of their race, ethnicity, social class, or gender. It acknowledges that some students face barriers in education due to their social identities. Multicultural education is both an educational concept promoting diversity and inclusion, as well as a reform movement seeking to make schools more equitable through curriculum changes, teaching strategies, and culture shifts. It aims to empower all students and help schools achieve democratic ideals of justice and equality through an ongoing process of reform. Effective multicultural education incorporates content about diverse cultures, examines how knowledge is socially constructed, reduces prejudice, uses equitable teaching methods, and promotes an inclusive school culture.
This document discusses the importance and goals of multicultural education. It defines multicultural education as a progressive approach that promotes educational equality and social justice. The key components are integrating diverse content, reducing prejudice, empowering school culture, and promoting social justice. An effective multicultural education prepares students for a diverse global society by addressing issues like racism, sexism, and discrimination. It helps students develop positive identities and teaches them to challenge inequality in society. Educators must reconstruct their own views and use teaching methods that value all cultural backgrounds.
The document discusses the importance of teaching social justice concepts in the classroom, including awareness, power, multicultural education, and curriculum. It argues that students need to understand their role in society and how their actions can create change. Both students and teachers must work to establish a learning environment where political and social issues can be discussed openly. A multicultural curriculum is necessary to raise awareness of injustices and engage students in social movements seeking to shift power towards marginalized groups.
This document discusses culturally responsive training and provides tools for its implementation. It begins by defining culturally responsive teaching as creating an environment where diverse groups feel comfortable, welcome and valued. It then presents five tools for culturally responsive training: 1) Wlodkowski's motivational framework, 2) participation guidelines, 3) communication strategies, 4) cooperative learning, and 5) observation guides. The document advocates applying these tools to respect different cultures while building a common learning culture.
Peas on Earth - Social Justice Through Multicultural EducationIrieMonte
This document discusses social justice through multicultural education. It questions common metaphors used to conceptualize multicultural education and whether they encompass all aspects. It suggests multicultural education should be a social movement led by the communities it aims to benefit. The document provides ideas for educators to involve local communities in schools, such as joining community groups. It also discusses the concepts of power and social justice in education.
The characteristics of multicultural educationHanif Zakaria
Multicultural education has several key characteristics and dimensions:
First, it recognizes diversity in national, international, and sub-cultural groups. It aims to understand and appreciate different cultures.
Second, it has four interrelated dimensions - integrating diverse cultures into curriculum, understanding knowledge from different cultural perspectives, using equitable teaching methods, and reducing prejudice.
Third, when implemented well through a strategic school culture, multicultural education respects diversity and human dignity while addressing social issues in the community.
Mario tuvo muchas aventuras y enfrentó numerosos enemigos como Bowser mientras rescataba a la princesa, pero después de años de lucha se retiró de la acción y decidió dedicarse a los deportes y a una vida tranquila, por lo que la princesa no fue salvada en esa ocasión.
El documento presenta la estructura organizacional del programa de comunicación social y periodismo de la Universidad Surcolombiana, incluyendo su plan de estudio, líneas de investigación, semilleros de investigación y los medios de comunicación institucional promovidos por el programa. Además, invita a visitar la página web de la universidad para más información.
Fundación para la Actualización Tecnológica de Latinoamérica
Programa de Experto en Procesos Elearning
Módulo 5 - Modelo PACIE - Capacitación
FASE PLANIFICACION
The document discusses query execution in database management systems. It begins with an example query on a City, Country database and represents it in relational algebra. It then discusses different query execution strategies like table scan, nested loop join, sort merge join, and hash join. The strategies are compared based on their memory and disk I/O requirements. The document emphasizes that query execution plans can be optimized for parallelism and pipelining to improve performance.
Una computadora es una máquina electrónica que recibe datos y los procesa para convertirlos en información útil. Existen computadoras análogas, digitales e híbridas. Las computadoras digitales utilizan circuitos electrónicos para realizar operaciones de forma programada con poca intervención humana, mientras que las análogas usan dispositivos físicos para modelar problemas. El hardware son las partes físicas de una computadora como la tarjeta madre, mientras que el software son las instrucciones lógicas y el firmware controla los circuitos
The document describes the steps taken to design the front cover of a record. An image was inserted on an A4 canvas and editing effects were applied. Text was added in boxes for the record name and pulled quote and effects were used to outline the text in white. Additional cover lines were positioned using the rule of thirds and colors were edited to match circles behind the masthead. A black rectangular box was inserted for the footer. A header was added and outlined, and the date, issue number, and a barcode image were the final additions.
This document discusses asynchronous service servers (ASS) based on AMQP and the actor model for building scalable and reliable distributed systems in Ruby. It covers key aspects of ASS including message passing, process isolation, failure handling through retries and transient processes, and testing distributed and concurrent applications. Future work mentioned includes improving system health monitoring, testing techniques, and evaluating different data store options.
Los navegadores web permiten visualizar páginas web y son el intermediario entre el usuario y Internet. Los primeros navegadores solo mostraban texto pero ahora pueden mostrar contenido multimedia. Los navegadores más populares actualmente son Google Chrome, Mozilla Firefox e Internet Explorer. Firefox y Chrome son libres y rápidos, mientras que Internet Explorer viene preinstalado con Windows pero su cuota de mercado está disminuyendo.
Reconceptualising the relationship between ECE and CSE in the training fieldArianna Lazzari
This document discusses the relationship between early childhood education (ECE) and compulsory school education (CSE) in Italy. It explores how the concept of "educational continuity" has shaped the relationship and influenced teacher training. Key points include:
1) Educational continuity emphasizes sustaining children's development along a continuum that considers their diverse needs.
2) In Italy, educational continuity originated from social movements in the 1960s-70s and was further developed through local experimentation and psychological studies.
3) Teacher training was designed to prepare educators for both ECE and CSE through a common and specialized curriculum focused on reflectivity to address the complexity of teachers' roles.
4) Recent policy
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
A Critical Analysis Of The Cognitive Constructivist And Socio-Cultural Theori...Tracy Hill
This document provides a summary and analysis of cognitive constructivist and socio-cultural theories as frameworks for kindergarten education. It discusses how both theories view how young children learn and construct knowledge. Specifically:
- Piaget's cognitive constructivism sees the child as a solitary learner constructing knowledge based on their experiences, while Vygotsky's socio-cultural theory emphasizes social interactions and cultural practices as important for knowledge acquisition.
- The kindergarten curriculum in Ghana draws on both theories by giving children opportunities to construct their own knowledge through interacting with materials and peers.
- Key principles of constructivist teaching outlined include creating a cooperative learning environment, provoking children's interests, and selecting challenging content to
This document discusses creating more inclusive schools through intercultural learning and appreciation of diversity. It emphasizes shifting from seeing differences as problems to opportunities for learning, collaboration, and changing together. Key strategies discussed include developing intercultural skills through critical reflection, collaborative inquiry into the school context to understand barriers, and using evidence to stimulate organizational change. The goal is increasing participation of all students through more welcoming, cooperative learning environments and removing obstacles in both school structures and people's minds.
Presentación de la comunicación en ECER 2019 del caso Torrijos, dentro del proyecto "Nómadas del conocimiento: analizando prácticas disruptivas en educación secundaria", financiado por la fundación COTEC para la innovación.
Application of cooperative problem based learning model to develop creativity...Alexander Decker
The document summarizes a study that tested the effectiveness of applying a cooperative problem-based learning model in chemistry classes in high schools. The study involved 132 students from 5 high schools. Results showed that the learning model significantly improved student learning outcomes in chemistry and effectively developed student creativity and fostered democratic values in 84.1% and 86.4% of students respectively. The learning model engages students in solving problems in cooperative groups, allowing them to develop 21st century skills like creativity, collaboration and democracy.
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
This document summarizes the key developments in early childhood education policy and practice in Italy from the 1960s to present. It discusses the origins of early childhood institutions in Italy, driven initially by Catholic and later municipal influences emphasizing democratic and civic values. It outlines the phases of policymaking from the 1970s to 2000s, including a move towards integrated public and private systems. Recent trends show an increasingly instrumental approach and emphasis on standardized outcomes over educational values. The conclusion warns that current reforms risk weakening democratic values and inclusion in favor of economic priorities, with implications for the future of both education and society.
Curriculum implementation in religious education in nigeriaAlexander Decker
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as the planned learning experiences offered to students under school guidance. Curriculum implementation refers to engaging students with planned learning opportunities through appropriate teaching methods. The key implementers of any curriculum are teachers, who must translate curriculum plans into real classroom activities. Specifically for religious education, teachers must focus on syllabi to determine the recommended topics and learning experiences to provide students from year to year. Factors that can enhance or inhibit effective implementation of religious education curriculum are also examined.
This document discusses key concepts and theories in the sociology of education. It outlines how education transmits culture from one generation to the next and examines Bourdieu's theory of cultural capital and how students' social backgrounds influence their educational opportunities and achievement. It also discusses Coleman's view of social capital in education, Vygotsky's sociocultural approach, and research on student interaction and misconduct. Methods of sociology of education research are described, including how they have expanded from observation to narrative techniques. Issues addressed include education and globalization/stratification, inequalities in developing countries, and the effects of peer groups.
Designing with Teachers: Participatory Models of Professional DevelopmentErin Brockette Reilly
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Sociocognitive model por wendy velascowendyvelasco
This document discusses Vygotsky's sociocognitive model of learning and development. It states that according to Vygotsky, culture is the prime factor in individual development, as humans are the only species that has formed culture. A child's cognitive development is affected by the culture they are immersed in, including their family environment. Initially, interacting adults bear most of the responsibility for guiding a child's problem solving, but gradually transfer responsibility to the child. Language is the main form of interaction through which adults transmit cultural knowledge to children.
The document discusses language barriers and cultural differences that can impact students' academic learning. Teachers need to be aware of these differences and address them to provide an environment where students can explore learning. Constructivist theories state that learning involves adding new knowledge to existing knowledge through experiences. For students to achieve academic success in a diverse society, teachers must respect differences and incorporate cognitive and social constructivist theories to meet students' developmental needs.
Sustaining ECEC teachers’ professionalism through participatory research.Arianna Lazzari
In recent years the issue of ECEC quality and staff professionalization gained an increasing attention internationally both at academic and policy level. Despite this growing interest very little research has been conducted on these topics according to a participatory approach that engage with service stakeholders (practitioners, children and families, local administrators). The symposium presents the findings of two small-scale studies carried out in pre-school settings of two cities in Northern-Central Italy: Bologna and Modena. In these contexts participatory approaches to research in early childhood settings are embedded in local pedagogical traditions nurtured within the experience of municipal institutions and they recently gained new momentum within certain strands of academic research (Bove, 2009; Mortari, 2007). From this standpoint the studies presented share common aims and methodology: furthering a systemic approach to ECEC quality by providing teachers with professional support within a participatory research framework that sustains their collegial reflectivity on everyday practices.
This document discusses the key aspects of social studies education. It defines social studies as the integrated study of social sciences and humanities to promote civic competence. The goal is to help students make informed decisions as citizens. Social studies is interdisciplinary and focuses on how people interact with each other and the world. It uses tools like language, math, and reading to investigate the social world. To be powerful, social studies instruction should be meaningful, integrative, value-based, challenging, and active. Students construct their own knowledge through interactions with sources. Teachers can facilitate active learning by giving students control over their learning. Social studies connects to other subjects because the real world is integrated. The document also discusses conceptual change theory and how a construct
Literacy: A Lifelong Process Through a Balanced Literacy ApproachZoeApostolouAndreado
Introduction. This paper attempts a critical analysis of literacy acquisition by
preschool children through a balanced literacy approach, a mixed method which
brings together elements from methods with an emphasis on code and from methods
with an emphasis on meaning. In particular, visuals of a balanced literacy approach,
as it takes place (or not) in Greek preschool education classes, are presented.
Goal. Individual issues, challenges and perspectives which are introduced by this
method are explored in comparison and in correspondence with the traditional and
outdated understanding of literacy, which links it to learning to read and write.
Emphasis is made on the strengths and weaknesses of a balanced literacy approach
in order to highlight the prospects for its application in early childhood education on
a larger scale.
Similar to Contesting the relationship between early childhood and compulsory education (20)
TFIEY early years workforce review evidence and good practice [2013]Arianna Lazzari
The document discusses workforce preparation for early childhood education professionals working with children from low-income and migrant families. It addresses the competencies, pre-service training, in-service training, and governance needed to support this workforce. Regarding competencies, the workforce needs training in inclusive pedagogical approaches, reciprocal partnerships with families, and facilitating diverse learning experiences for children. Pre-service training is most effective when it combines university coursework with hands-on practicums and group projects to link theory and practice. In-service training must also be available to support ongoing professional development as societal needs change over time. A competent governance system is necessary to prepare, support, and sustain a qualified workforce through diverse training pathways and
1. This document reviews studies on the impact of early childhood education and care (ECEC) on cognitive and non-cognitive development in European countries.
2. The studies find that high-quality ECEC has long-lasting positive effects on children's cognitive and social development, including better language, math, and self-regulation skills, which can persist into adolescence. However, low-quality ECEC shows no significant benefits.
3. The effects are stronger for disadvantaged children, such as those in poverty or from ethnic minorities, especially when ECEC is provided in universally accessible, mixed-income settings. High-quality ECEC also facilitates disadvantaged children's school adjustment and educational attainment.
This document discusses the issue of accessibility of early childhood education and care (ECEC) for children from ethnic minority and low-income families. While international policy emphasizes the importance of universal access to high-quality ECEC, research shows that disadvantaged children are less likely to enroll in ECEC and, if they do enroll, are more likely to attend lower-quality programs than affluent children. Experiences in the early years have a profound impact on children's development and future outcomes. However, disadvantaged children often have less access to enriching early experiences and face greater health and educational risks.
Ripensare la professionalità dell’insegnante nella scuola dell’infanzia, prim...Arianna Lazzari
La presentazione si propone di offrire un contributo al dibattito sulla professionalità docente da una prospettiva inedita e relativamente poco esplorata in letteratura, quella della continuità tra i diversi gradi del sistema scolastico. Se da un lato la letteratura sulla professionalità degli insegnanti risulta essere piuttosto ricca e variegata – facendo riferimento ai molteplici paradigmi, da quello manageriale a quello del professionista riflessivo, che ne caratterizzano la ricerca empirica – dall’altro essa appare contraddistinta da una certa settorialità che delimita il campo di indagine a quello di ciascun grado scolastico in cui tale professionalità viene esercitata.
L’elaborazione di questo contributo ‘a tre voci’ nasce dunque dalla volontà comune delle autrici di riflettere sul tema della professionalità a partire da una prospettiva piuttosto inusuale, che mette in relazione gli esiti di tre ricerche empiriche i cui soggetti protagonisti sono insegnanti di scuola dell’infanzia, primaria e secondaria di primo grado. La riflessione sui risultati di tali ricerche costituisce il punto di approdo di un confronto scaturito all’interno di un percorso di dottorato che ciascuna delle tre autrici ha intrapreso all’interno Dipartimento di Scienze dell’Educazione dell’Università di Bologna tra il 2008 e il 2013. Il presente contributo si propone dunque di innescare un dialogo tra le molteplici concettualizzazioni che emergono dai vissuti professionali degli insegnanti coinvolti nei tre studi con l’intento di esplorare nuove piste di ricerca e, al contempo, di creare un terreno comune che renda possibile il confronto tra queste diversi sguardi sul tema della professionalità docente.
This document provides an overview of the preschool system in Bologna, Italy. It discusses the origins and developments of early childhood education in the Emilia-Romagna region, focusing on Bologna. It describes the main types of preschools (state, municipal, private), enrollment rates, and the qualifications of Bologna's municipal preschools. It also examines the statalization and parification processes, current trends toward an integrated system, and ensuring quality and sustainability going forward.
Ethic Politics Professionalism Ecec Paper [Rece2011]Arianna Lazzari
This proposal is for a 30-minute presentation by Arianna Lazzari, a PhD from Bologna University, and Manuela Loforte, an early childhood teacher and president of the Association FRAME. The presentation will discuss findings from Lazzari's recent PhD project on professionalism in early childhood education, which interviewed 60 teachers in Bologna province. It will argue that recent government reforms in Italy undermine conditions for teacher professionalization. The presentation will also explore FRAME, an association created by teachers, lawyers, and others to provide free education and training for children, families, and teachers due to lack of support from the government. FRAME organizes practical workshops led by teachers to share expertise with each other and
The document summarizes a study on early childhood education (ECE) professionalism in Bologna, Italy. It describes the study's methodology of interviewing ECE teachers through focus groups. Key findings are that teachers view professionalism as comprising three dimensions: pedagogy, professional competence, and relationships. Pedagogy involves understanding children's needs in social contexts. Competence requires constant learning and reflection. Relationships, especially collegiality, enhance professionalism through collaboration and shared responsibility. However, policy developments emphasize managerialism over ethical practice in prioritizing outcomes over care and increasing governmental control. The implications discussed reaffirming ECE professionalism as an ethical practice through collaborative research resisting authoritarian policies.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Early Childhood and Compulsory Education:
Reconceptualising the Relationship
• Contesting Early Childhood Series, November 2012
(London: Routledge) Editor: Peter Moss
• Contributors: John Bennett, Margaret Carr, Gunilla Dahlberg,
Hildegard Gobeyn, Peder Haug, Sharon Lynn Kagan, Peter Moss,
Nadine De Stercke and Michel Vandenbroeck
• Arianna Lazzari and Lucia Balduzzi (University of Bologna)
- Exploring the approach of educational continuity (continuità
educativa) as an alternative to the ‘school readiness’ approach
- Analysis framed by an historical and socio-cultural perspective
with a specific pedagogical focus
- Sources: policy documents, pedagogical literature, curricular
guidelines and documentary sources
3. Radical roots
Political premises of educational continuity:
- Pedagogical activism of the Sixties that gave origin to Municipal
ECE institutions (Ciari, 1972; Malaguzzi, 1971)
- Civil movements reclaiming social justice
- Progressive teachers movements
inspired by active education
(Dewey, 1949) and popular
pedagogy (Freinet, 1969)
Traditional teaching methods
are contested as they
reproduce social inequalities
(Scuola di Barbiana, 1967;
Barbagli & Dei, 1969)
4. ‘Engaging with children from low social classes
and engaging in politics are part of the same
commitment. It is not possible to be
committed to children who are affected by
unfair laws and not to advocate for better
laws.’ (Scuola di Barbiana, 1967; p. 93)
5. Local experimentalism
The full-day school (tempo pieno) experimentation in
Bologna (Ciari, 1968-69):
- education as emancipatory experience
- image of the child: competent human
being and citizen subject of rights
- holistic approach to children
development
- learning understood as a co-constructed
process that takes place in social interaction
- school understood as democratic
community (gestione sociale)
6. ECE as driving force shaping a new
paradigm
• Fully educational day VS traditional divide between
schooling and after-school-care
• Diversification of learning opportunities through project
work (collective, small-group and individual moments) VS
teaching instruction
knowledge co-construction VS transmission of de-
contextualised knowledge
• Collegiality VS isolation of teachers’ work
• School as places for cultural transformation that welcome
diversity in society VS school as normative institutions
reproducing power hierarchies
7. ‘Such a project is based upon a new concept of education that
overcome the closure in its temples, its [elitarian] selection and
its inner divisions producing false culture. [The concept of
education] is reformulated, reinvented within the dynamic
relationship between a comprehensive time and a
comprehensive space: in this way the process of learning and
the process of educating […] become at the same time
responsibility of each individual and of all individuals collectively
– overcoming the rigidity of roles, the separation of institutions
and the classification of individual destinies that has caused so
much damage to school and education’
(Malaguzzi, 1971; p. 140).
8. The pedagogical debate on
educational continuity
The approach of educational continuity took up a more
specific pedagogical connotation following the findings of
psychological studies:
- children actively engage in interaction since birth and through
these interactions their cognitive structures develop (Shaffer, 1977;
Bruner, 1981)
- importance of social and cultural environment (Bateson, 1972;
Bronfenbrenner, 1979; Rogoff, 1984)
- children’s development characterised by inter-personal and
intrapersonal variations (Nelson, 1978; Gardner, 1983)
children development should be sustained along a
continuum that encompass individual variations
9. ‘It is therefore unfair to demand
psychology to draw a well defined
picture of children’s development
articulated in […] chronologically
precise phases so that schooling could
be appropriately organised: it is
precisely the notion of
“appropriateness” to be misleading […].
Perhaps what is wished to be found in
scientific knowledge is the
legitimisation of political and
educational choices that are de facto
the result of historical and social
processes.’
(Pontecorvo, 1986; p. 49)
10. Educational continuity:
underlying principles
• When children enter school they already use competently many
symbolic languages that are an expression of many forms of
intelligence > holistic approach to learning and trans-disciplinary
approach to knowledge
• Children competent use of symbolic languages is rooted in socio-
cultural interaction (peers, adults, surrounding environment, cultural
artefacts)
• Teaching understood as a practice that actively promote children’s
acquisitions by organising learning environments and sustaining
children’s interaction
• The goals of CSE are set starting from the knowledge and
competence that children have already developed through previous
experiences in ECE
Contestation of school readiness approaches in which the
goals of ECE are functional to CSE learning requirements
11. Consolidation of institutional practices
• Equal dignity of educational action carried out at
each school level
• Elaboration of coherent formative pathways centred
on the developmental needs of each child
• Valuing the competence previously acquired by
children
• Documentation (discussion on children competences
and confrontation of educational methodologies)
• Parents’ involvement
• Collegial work of teachers operating at different
school levels (continuity project)
12. Recent policy developments
under neoliberal influences
• From educational values to economic
necessity > from a pedagogical vision to
instrumental purposes
• Lack of consultation on educational reforms
hindering experimentation
• Schoolification of ECE:
‘Recent studies highlight that scuola dell’infanzia promotes
the learning of fundamental behaviours and of initial
knowledge which are useful for acquiring further
competences and for relating with society’. [Atto di Indirizzo,
2009; p.9]