Competent Children and Their Teachers: Learning about Trajectories and Other Schemas. A Report from the Action Research Component of the Competent Children Longitudinal Research Project.

Autor/inn/en	Meade, Anne; und weitere
Institution	New Zealand Council for Educational Research, Wellington.; Victoria Univ., Wellington (New Zealand). Faculty of Education.
Titel	Competent Children and Their Teachers: Learning about Trajectories and Other Schemas. A Report from the Action Research Component of the Competent Children Longitudinal Research Project.
Quelle	(1995), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-908916-80-9
Schlagwörter	Comparative Analysis; Competence; Constructivism (Learning); Context Effect; Curriculum Development; Foreign Countries; Interaction; Interpersonal Competence; Learning Experience; Learning Strategies; Preschool Education; Schemata (Cognition); Teacher Student Relationship; Young Children; New Zealand (Wellington) + Suchen Sie Ihr Suchwort? Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Interaktion; Interpersonale Kompetenz; Lernerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Pre-school education; Vorschulerziehung; Cognition; Schema; Kognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit
Abstract	This study examined curriculum change involving teacher development based on the intellectual development of teachers, parents, and children by means of the theory of schema development. The paper describes constructivist pedagogy and schema and their importance for young children's learning, then reports on a qualitative study of over 300 children in charted childcare centers, family day care, kindergartens, and playcenters that was conducted along with a telephone survey of parents throughout the Wellington (New Zealand) region. Two centers were chosen for the intervention component of the project to observe differences between children attending the schema and comparison centers. Ten schema children's artistic endeavors or actions were examined. The findings show that the schema children had higher scores in all of the "be-ing" competencies, "doing" competencies, and intrapersonal competency. There was an especially big difference in intrapersonal competency between the schema children and comparison children. The fact that children learn from materials and equipment as well as by interacting with their peers and teachers suggests that teachers need to change curriculum content in terms of curriculum processes. (Contains 49 references. Two appendices containing child observation guidelines and the observation form are included.) (AP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC