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This volume of the Research in Global Child Advocacy Series
explores participatory methodologies and tools that involve
children in research. Perspectives on the role of children have
transitioned from viewing children as objects of research, to
children as subjects of research, to acknowledgement of children as
competent contributors and agents throughout the inquiry process.
Researchers continue to explore approaches that honor the capacity
of children, drawing on diverse methodologies to elevate children's
voices and actively engage them in the production of knowledge.
Nonetheless, despite these developments, questions over the extent
to which children can be free of adult filters and influence merits
sustained scholarly attention. The book includes chapters that
critically examine methodological approaches that empower children
in the research process. Contributions include empirical or
practitioner pieces that operate from an empowerment paradigm and
demonstrate the agenic capacity of children to contribute their
perspectives and voices to our understanding of childhood and
children's lives. The text also features conceptual pieces that
challenge existing theoretical frameworks, critique research
paradigms, and analyze dilemmas or tensions related to ethics,
policy and power relations in the research process.
This volume explores early childhood education policies and
practices in the Caribbean. Early childhood development has gained
increasing importance as part of national agendas to achieve social
and economic goals. Regional guidelines and action plans have been
developed, but progress across nations varies. Chapters in the book
analyze child policies and issues, critically examine progress on
alignment between policies and practices, and propose
recommendations for advocacy and implementation that may advance
the early childhood development agenda throughout the Caribbean.
The book includes the perspectives of early childhood
practitioners, policymakers, caregivers, representatives from
family agencies as well as other key stakeholders in the education
of young children. Across these diverse viewpoints is a shared
commitment to children's well being and the necessity of an
integrated response that captures the challenges and opportunities
of early childhood development services and initiatives that are
framed based on contextual relevance and cultural appropriateness.
Part One includes chapters that advocate for national policies
throughout the Caribbean to support young children. Chapters in
Part Two call for quality early childhood programming that is based
on the tenets of developmentally appropriate practice. Part Three
considers the pedagogical dilemmas that arise in math and literacy
when schools negate purposeful and engaging early childhood
curriculum. Part Four presents various perspectives on child
protection and the necessary infrastructure of policies and
practices to ensure cognitive, social, and physical development of
young children in the Caribbean. This important resource promotes
critical discourse on the current status of children and efforts
that have been developed to effectively advocate for the rights of
the young.
This volume of the International Social Studies Forum offers papers
presented at the 2016 Social Studies Education Forum International
Conference that was held in Berlin, Germany in June, 2016. The
authors are a cross section of international educators. The issues
and research structures noted in the volume focus on how education
can mend the walls dividing societies, both internally and
externally, across the globe. Papers on understanding how to use
democratic and civic education to off set differences in cultural
perspectives to understanding how educational policy influences
choice and activism are represented throughout.
A volume in International Social Studies Forum: The Series Series
Editors Richard Diem, University of Texas at San Antonio and Jeff
Passe, University of North Carolina, Charlotte January 2009 marked
the 25th anniversary of one of the most famous three minutes of
television history. It was during half-time of the 1984 Super Bowl
that APPLE show cased its new Macintosh Computer in an avant-guard
commercial. In the following three weeks sales of the new computer,
in both the public and private sectors, took off leading some to
note this occasion as the "true" start of the information age. At
the same time schools joined this so-called information revolution
and began to use the new technology, in various forms, in a much
more serious manner. Given both the changing nature of technology,
as well as its classroom applications, over the past quarter
century this work's goal is to capture the historical trends of
both use and application of information technology in the social
studies during this era. This is done by providing a retrospective
view, from 1984 through 2009, of where we've been, where we are,
and a view of new tools and strategies and possible studies that
are emerging that can enhance our understanding of the effects that
technology has and will have on the social studies.
A volume in Research in Global Child Advocacy Series Series Editors
Ilene R. Berson and Michael J. Berson (Sponsored by the Research in
Global Child Advocacy SIG of the American Educational Research
Association) Young children are coming of age surrounded by
information and communication technology (ICT). ICT is a prominent
force in their lives, and working with ICT can stimulate students
intellectually, incite their creativity, and challenge them to
apply developmentally appropriate inquiry approaches that enhance
their learning experiences. Digital technologies also allow
children to expand their physical space and access many online
social environments that transcend time and space. However, any
focus on the efficiency and effectiveness of technology
applications in the early childhood years cannot overlook the
potential consequences of technological development on children
with regard to their social functioning, interpersonal
interactions, and global understanding. In addition to evaluating
technology as a tool of instruction, we must focus on educational
implications and ethical issues associated with their use. This
book is the fifth in the Research in Global Child Advocacy Series.
The volume examines theoretical assumptions as well as the
application of innovative strategies that optimize the interface
between young children and ICT from a global perspective. Despite
divergent perspectives, the chapter authors share a commitment to
explore the immersion of ICT into the lives of young children and
consider the educational value of these tools as well as the
developmental appropriateness of technological affordances. This
volume brings together scholars and policymakers whose rich
discourse delves into questions such as: How do communication
technologies benefit young children's social and cognitive
development? What standards and technical specifications are needed
to effectively safeguard young children engaged with ICT? How are
young children introduced to ICT? What are the challenges and risks
for young children online? What programs are effective in mediating
risk? What are the educational applications for ICT in early
childhood? Is social networking the new "online playground" for
young children? How can young children become competent users of
digital technology and media? How can early childhood educators and
families encourage positive usage and discourage negative social
consequences associated with today's technology? How can ICT
enhance teaching and learning for young children? What ICT
activities are developmentally appropriate for young children? In
the book there are three primary areas of emphasis: (a) ICT as a
teaching and learning tool across cultures and countries to promote
the social and cognitive development of young children; (b)
research on developmentally appropriate education on cybersafety
and cybercitizenship; and (c) studies on the influence of digital
technologies on young children, including exposure to inappropriate
content and participation in online social networks. This resource
offers readers a glimpse into the experience of children and the
expertise of researchers and professionals who diligently work
toward crafting a framework for action that reflects intercultural
and cross-national initiatives. Given the role that electronic
media plays in the lives of children as both an educational and
entertainment tool, understanding the physical and social contexts,
as well as the developmental issues, is critical to programs aiming
to optimize the full potential of digital tools that support and
enhance the experiences of young children.
This study on cross cultural perspectives in child advocacy deals
with various topics, including support for children's issues, the
factors that influence reporting of suspected child abuse and child
advocacy's application to education professionals. The study looks
at issues from around the world.
This volume of the International Social Studies Forum offers papers
presented at the 2016 Social Studies Education Forum International
Conference that was held in Berlin, Germany in June, 2016. The
authors are a cross section of international educators. The issues
and research structures noted in the volume focus on how education
can mend the walls dividing societies, both internally and
externally, across the globe. Papers on understanding how to use
democratic and civic education to off set differences in cultural
perspectives to understanding how educational policy influences
choice and activism are represented throughout.
This volume explores early childhood education policies and
practices in the Caribbean. Early childhood development has gained
increasing importance as part of national agendas to achieve social
and economic goals. Regional guidelines and action plans have been
developed, but progress across nations varies. Chapters in the book
analyze child policies and issues, critically examine progress on
alignment between policies and practices, and propose
recommendations for advocacy and implementation that may advance
the early childhood development agenda throughout the Caribbean.
The book includes the perspectives of early childhood
practitioners, policymakers, caregivers, representatives from
family agencies as well as other key stakeholders in the education
of young children. Across these diverse viewpoints is a shared
commitment to children's well being and the necessity of an
integrated response that captures the challenges and opportunities
of early childhood development services and initiatives that are
framed based on contextual relevance and cultural appropriateness.
Part One includes chapters that advocate for national policies
throughout the Caribbean to support young children. Chapters in
Part Two call for quality early childhood programming that is based
on the tenets of developmentally appropriate practice. Part Three
considers the pedagogical dilemmas that arise in math and literacy
when schools negate purposeful and engaging early childhood
curriculum. Part Four presents various perspectives on child
protection and the necessary infrastructure of policies and
practices to ensure cognitive, social, and physical development of
young children in the Caribbean. This important resource promotes
critical discourse on the current status of children and efforts
that have been developed to effectively advocate for the rights of
the young.
A volume in International Social Studies Forum: The Series Series
Editors Richard Diem, University of Texas at San Antonio and Jeff
Passe, University of North Carolina, Charlotte January 2009 marked
the 25th anniversary of one of the most famous three minutes of
television history. It was during half-time of the 1984 Super Bowl
that APPLE show cased its new Macintosh Computer in an avant-guard
commercial. In the following three weeks sales of the new computer,
in both the public and private sectors, took off leading some to
note this occasion as the "true" start of the information age. At
the same time schools joined this so-called information revolution
and began to use the new technology, in various forms, in a much
more serious manner. Given both the changing nature of technology,
as well as its classroom applications, over the past quarter
century this work's goal is to capture the historical trends of
both use and application of information technology in the social
studies during this era. This is done by providing a retrospective
view, from 1984 through 2009, of where we've been, where we are,
and a view of new tools and strategies and possible studies that
are emerging that can enhance our understanding of the effects that
technology has and will have on the social studies.
A volume in Research in Global Child Advocacy Series Series Editors
Ilene R. Berson and Michael J. Berson (Sponsored by the Research in
Global Child Advocacy SIG of the American Educational Research
Association) Young children are coming of age surrounded by
information and communication technology (ICT). ICT is a prominent
force in their lives, and working with ICT can stimulate students
intellectually, incite their creativity, and challenge them to
apply developmentally appropriate inquiry approaches that enhance
their learning experiences. Digital technologies also allow
children to expand their physical space and access many online
social environments that transcend time and space. However, any
focus on the efficiency and effectiveness of technology
applications in the early childhood years cannot overlook the
potential consequences of technological development on children
with regard to their social functioning, interpersonal
interactions, and global understanding. In addition to evaluating
technology as a tool of instruction, we must focus on educational
implications and ethical issues associated with their use. This
book is the fifth in the Research in Global Child Advocacy Series.
The volume examines theoretical assumptions as well as the
application of innovative strategies that optimize the interface
between young children and ICT from a global perspective. Despite
divergent perspectives, the chapter authors share a commitment to
explore the immersion of ICT into the lives of young children and
consider the educational value of these tools as well as the
developmental appropriateness of technological affordances. This
volume brings together scholars and policymakers whose rich
discourse delves into questions such as: How do communication
technologies benefit young children's social and cognitive
development? What standards and technical specifications are needed
to effectively safeguard young children engaged with ICT? How are
young children introduced to ICT? What are the challenges and risks
for young children online? What programs are effective in mediating
risk? What are the educational applications for ICT in early
childhood? Is social networking the new "online playground" for
young children? How can young children become competent users of
digital technology and media? How can early childhood educators and
families encourage positive usage and discourage negative social
consequences associated with today's technology? How can ICT
enhance teaching and learning for young children? What ICT
activities are developmentally appropriate for young children? In
the book there are three primary areas of emphasis: (a) ICT as a
teaching and learning tool across cultures and countries to promote
the social and cognitive development of young children; (b)
research on developmentally appropriate education on cybersafety
and cybercitizenship; and (c) studies on the influence of digital
technologies on young children, including exposure to inappropriate
content and participation in online social networks. This resource
offers readers a glimpse into the experience of children and the
expertise of researchers and professionals who diligently work
toward crafting a framework for action that reflects intercultural
and cross-national initiatives. Given the role that electronic
media plays in the lives of children as both an educational and
entertainment tool, understanding the physical and social contexts,
as well as the developmental issues, is critical to programs aiming
to optimize the full potential of digital tools that support and
enhance the experiences of young children.
This study on cross cultural perspectives in child advocacy deals
with various topics, including support for children's issues, the
factors that influence reporting of suspected child abuse and child
advocacy's application to education professionals. The study looks
at issues from around the world.
This volume of the Research in Global Child Advocacy Series
explores participatory methodologies and tools that involve
children in research. Perspectives on the role of children have
transitioned from viewing children as objects of research, to
children as subjects of research, to acknowledgement of children as
competent contributors and agents throughout the inquiry process.
Researchers continue to explore approaches that honor the capacity
of children, drawing on diverse methodologies to elevate children's
voices and actively engage them in the production of knowledge.
Nonetheless, despite these developments, questions over the extent
to which children can be free of adult filters and influence merits
sustained scholarly attention. The book includes chapters that
critically examine methodological approaches that empower children
in the research process. Contributions include empirical or
practitioner pieces that operate from an empowerment paradigm and
demonstrate the agenic capacity of children to contribute their
perspectives and voices to our understanding of childhood and
children's lives. The text also features conceptual pieces that
challenge existing theoretical frameworks, critique research
paradigms, and analyze dilemmas or tensions related to ethics,
policy and power relations in the research process.
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