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Articles 1 - 7 of 7
Full-Text Articles in Education
Conversations With Children About Death, Molly Sexton-Reade
Conversations With Children About Death, Molly Sexton-Reade
Occasional Paper Series
This paper emphasizes the need for conversations around death in the classroom. Today's children are exposed to information about death through a wide variety of media. Teachers have a responsibility to provide opportunities for children to process this information in ways that are developmentally appropriate - acknowledging children's "magical thinking" as well as experiences children may have surrounding death.
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Occasional Paper Series
This paper raises questions about teachers’ interventions into children’s exchanges around gender in elementary classrooms. Masuchika Boldt argues that gender is ever-present in the classroom and children are constantly making assertions about the meaning of gender and the authenticity of their own and others’ gender performances. She speaks to the question, “If a teacher does interpret this exchange as being at least in part about gender, what, if any, response is called for?”
Teaching My Child To Resist In Kindergarten, Christine Ferris
Teaching My Child To Resist In Kindergarten, Christine Ferris
Occasional Paper Series
Ferris describes how she taught her son to resist in his kindergarten classroom while drawing on her own experiences as an educator. Their experience draws attention to common teaching methods that do not promote socialization or free thinking. This also highlights the issues that can arise when the value system of a school does not align with a family's own beliefs - especially when alternative schools are not a viable option.
Are We Doing Kindergarten All Wrong?, Karen Barsness
Are We Doing Kindergarten All Wrong?, Karen Barsness
Empowering Research for Educators
Kindergarten within the American educational system little resembles the original ideals of its founder, Friedrich Froebel (Muelle, 2013). As our society embraces the “more is better” mantra, this ideal is seeping into our educational system, and most notably into our kindergarten classrooms. As academic kindergartens replace social-centered kindergartens, the teaching of mathematical and grammatical concepts has resulted in the loss of free play and exploration therefore changing the whole kindergarten landscape (Curwood, 2007). While the United States shifts to academic kindergartens, there is an equally notable shift in Finland that is revolutionizing kindergarten in its devotion to kindergartens’ original intentions: …
Teaching Kindergarten Students About The Water Cycle Through Arts And Invention, Latisha L. Smith, Deepanee Samarakoon
Teaching Kindergarten Students About The Water Cycle Through Arts And Invention, Latisha L. Smith, Deepanee Samarakoon
Journal of STEM Arts, Crafts, and Constructions
Research evidence for the benefits of arts integration is mounting. The purpose of this study was to determine if integration of the arts was an effective strategy for teaching the water cycle to kindergarten students. The study included lessons that supported both a science and an engineering standard of the Next Generation Science Standards and national arts standards. The phenomenological study examined the lived experiences of children as they learned and demonstrated understanding through drawings, watercolor paintings, dramatization of a water cycle poem, and the invention and testing of a waterproof boot. Participants were 12 kindergarten students (7 male, 5 …
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
The Unfolding Of Lucas’S Story In An Inclusive Classroom: Living, Playing, And Becoming In The Social World Of Kindergarten, Haeny S. Yoon, Carmen Llerena, Emma Brooks
Occasional Paper Series
Tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas’s wondrously playful universe. The magic of Lucas’s unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD).
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Journal of Pedagogy, Pluralism, and Practice
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …