Early childhood designs for multiliteracies learning
Early childhood designs for multiliteracies learning
复制标题
多元文化学习的幼儿设计
DOI：
--
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
S. Hesterman
中科院分区：
文献类型：
--
作者：
S. Hesterman
澳大利亚政府最近要求在全国范围内的幼儿教育环境中实施幼儿学习框架。该框架确定了一种儿童早期教育法，将为儿童提供生活中最好的开端，并最大限度地发挥他们的学习潜力。这项研究调查了教师的教学考虑如何影响信息和通信技术的整合，以支持多种文字的学习。五个案例研究历时九个月，采用人种学方法，说明了教师教学方法如何影响儿童多文化学习体验的质量。参考澳大利亚儿童教育和照料质量管理局质量改进计划对这五个案例进行的分析表明，受Reggio启发的教学方法最能支持早期学习框架成果和多文字学习。
The Australian Government has recently mandated the implementation of an Early Years Learning Framework in early childhood educational settings across the nation. The framework identifies an early childhood pedagogy that will provide children with the best start in life, and maximise their learning potential. This research study investigated how teachers’ pedagogical considerations, evident in different teaching approaches, impact on the integration of information and communication technologies to support Multiliteracies learning. Five case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how teacher pedagogy impacts on the quality of children’s Multiliteracies learning experiences. An analysis across the five cases with reference to the Australian Children’s Education and Care Quality Authority Quality Improvement Plan identifies a Reggio-inspired teaching approach as best supporting the Early Years Learning Framework outcomes and Multiliteracies learning.