國立虎尾科技大學 |

Educational Learning Contexts : = Constructing Meaningful Relationships with Children.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Educational Learning Contexts :/
其他題名:	Constructing Meaningful Relationships with Children.
作者:	Bunyard, Meredith Ann.
面頁冊數:	1 online resource (45 pages)
附註:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355978971

Educational Learning Contexts : = Constructing Meaningful Relationships with Children.
Bunyard, Meredith Ann.

Educational Learning Contexts :Constructing Meaningful Relationships with Children. - 1 online resource (45 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--Mills College, 2018.

Includes bibliographical references

For children to learn, their individual learning process must be respected. Further, trust affords children opportunities to take risks, furthering their understanding of the world around them. Most importantly, children undeniably require the feeling of safety in order to authentically become engaged in the learning process. The purpose of this study was to better understand practical ways teachers create respectful, trusting, and safe, educational learning contexts for children, all whom have different ways of learning. Data was collected through semi-structured qualitative interviews and classroom observations of our preschool teachers. Results of this study support that the environment created by the teacher is critical to the learning and development of the child as a result of the child's ability to feel safe, trusting, and respected. Further, the relationship between the teacher and child is enhanced by the teacher's ability to create meaningful, authentic learning experiences where both parties are deeply engaged and able to reflect while learning together, moving forward with an open mind in communicating what they bring with them and how they learn. The study unexpectedly brings to light the teachers struggles in relation to the United States educational structure. The study further looks at US education structures compared to those of Reggio Emilia, highlighting the need to better understand the importance of valuing time and space needed by teachers to support their students. Finally, the study demonstrates how these types of structures most common in US schools limit the meaningful opportunities for children's needs to be heard and addressed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355978971Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Educational Learning Contexts : = Constructing Meaningful Relationships with Children.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
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502 $a Thesis (M.A.)--Mills College, 2018.
504 $a Includes bibliographical references
520 $a For children to learn, their individual learning process must be respected. Further, trust affords children opportunities to take risks, furthering their understanding of the world around them. Most importantly, children undeniably require the feeling of safety in order to authentically become engaged in the learning process. The purpose of this study was to better understand practical ways teachers create respectful, trusting, and safe, educational learning contexts for children, all whom have different ways of learning. Data was collected through semi-structured qualitative interviews and classroom observations of our preschool teachers. Results of this study support that the environment created by the teacher is critical to the learning and development of the child as a result of the child's ability to feel safe, trusting, and respected. Further, the relationship between the teacher and child is enhanced by the teacher's ability to create meaningful, authentic learning experiences where both parties are deeply engaged and able to reflect while learning together, moving forward with an open mind in communicating what they bring with them and how they learn. The study unexpectedly brings to light the teachers struggles in relation to the United States educational structure. The study further looks at US education structures compared to those of Reggio Emilia, highlighting the need to better understand the importance of valuing time and space needed by teachers to support their students. Finally, the study demonstrates how these types of structures most common in US schools limit the meaningful opportunities for children's needs to be heard and addressed.
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