Early Childhood Pedagogy in a Socio-cultural Medley in Ghana: Case Studies in Kindergarten
Early Childhood Pedagogy in a Socio-cultural Medley in Ghana: Case Studies in Kindergarten
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加纳社会文化混合体中的幼儿教育学：幼儿园案例研究
DOI：
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发表时间：
2019
影响因子：
4.4
通讯作者：
M. Thompson
中科院分区：
文献类型：
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作者：
M. Thompson
在追求幼儿教育质量的过程中，重要的是要探索界定社会文化相关教育学的微妙之处。一个定性的，多案例研究的方法被用来探讨在加纳的幼儿园教室的教师对他们的教学的社会文化影响的观点。来自两所幼儿园的四名教师参加了研究。数据收集在六个月的时间内，从半结构化的个人访谈，配对教师访谈，并在课堂观察的现场笔记。案例内和跨案例分析都被用来探讨当地社会文化背景如何影响学习材料的使用，讲故事，以及传统歌曲和押韵的使用。教师们认为，使他们的做法适应社会文化背景，可以帮助儿童理解认知概念、语言、识字和道德发展。研究结果提供了证据，说明个别教师如何考虑到他们的教学的社会文化背景。研究结果表明，教师有足够的机构来修改和调整他们的教学法，考虑到儿童的社会文化经验，并在课程框架内应用这些想法，以支持儿童的学习。
In the quest for quality in early childhood education, it is important to explore the subtleties that define socio-culturally relevant pedagogy. A qualitative, multi-case study approach was used to explore perspectives of teachers about socio-cultural influences on their teaching in kindergarten classrooms in Ghana. Four teachers from two kindergartens participated in the research. Data were collected across a six-month period and were drawn from semi-structured individual interviews, paired-teacher interviews, and field notes made during classrooms observations. Both within-case and cross-case analyses were used to explore how the local socio-cultural context influenced the use of learning materials, storytelling, and use of traditional songs and rhymes. Teachers believed that adapting their practices to the socio-cultural context could support children’s understanding of cognitive concepts, language, literacy and moral development. The findings provide evidence about how individual teachers take account of the socio-cultural contexts in their pedagogy. The findings demonstrated that the teachers had sufficient agency to modify and adapt their pedagogies that took account of the social-cultural experiences of children and applied these ideas within the curriculum framework in order to support children’s learning.