Children’s perspective is based on their own cognitive level in understanding objective things.The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a ch...Children’s perspective is based on their own cognitive level in understanding objective things.The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a child’s view.With the change of views about children in recent years,“children’s perspective”has become a new research direction.At the same time,teacher-child interaction,as an important means of evaluating the quality of kindergarten education,requires a bottom-up perspective from children.This study hopes to understand children’s emotional experience in the process of teacher-child interaction as well as their understanding and evaluation of their own experience by exploring their perspectives on the interaction,so as to better improve the quality of teacher-child interaction in kindergarten.展开更多
Over the last decade,there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences,expectations and percepti...Over the last decade,there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences,expectations and perceptions influence both their interactions and those of others.This has resulted from recognition of young children as active citizens,with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood,which emphasizes children’s capabilities and agency.This paper explores young Australian children’s perceptions of school and learning,as expressed through drawings and conversations about school.Data from children in preschools and the early years of school highlight children’s expectations and experiences of school,including the importance of play,friendships,children’s dispositions,and academic expectations of school and teachers.Drawing on previous research that notes the long term importance of children’s attitudes and approaches,as well as their sense of belonging and identity,at the start of school,this paper has implications for adults engaging with children as they make the transition to school.展开更多
基金This research was supported by Jilin Province Vocational Education and Adult Education Teaching Reform Research Project(2021ZCY338)。
文摘Children’s perspective is based on their own cognitive level in understanding objective things.The study of children’s perspective is a bottom-up research process under the premise of having a full respect for a child’s view.With the change of views about children in recent years,“children’s perspective”has become a new research direction.At the same time,teacher-child interaction,as an important means of evaluating the quality of kindergarten education,requires a bottom-up perspective from children.This study hopes to understand children’s emotional experience in the process of teacher-child interaction as well as their understanding and evaluation of their own experience by exploring their perspectives on the interaction,so as to better improve the quality of teacher-child interaction in kindergarten.
文摘Over the last decade,there has been increasing awareness of the importance of engaging young children in research about their experiences and considering ways in which children’s experiences,expectations and perceptions influence both their interactions and those of others.This has resulted from recognition of young children as active citizens,with rights to be consulted about matters that affect them and from the principles underpinning the sociology of childhood,which emphasizes children’s capabilities and agency.This paper explores young Australian children’s perceptions of school and learning,as expressed through drawings and conversations about school.Data from children in preschools and the early years of school highlight children’s expectations and experiences of school,including the importance of play,friendships,children’s dispositions,and academic expectations of school and teachers.Drawing on previous research that notes the long term importance of children’s attitudes and approaches,as well as their sense of belonging and identity,at the start of school,this paper has implications for adults engaging with children as they make the transition to school.
