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家庭学习和在封锁中工作:克服麻的恐惧和高兴的快乐,支持儿童的识字
Lorna Arnott1, Laura Teichert2
1School of Education, University of Strathclyde, UK.
Journal of early childhood literacy
|April 11, 2024
概括
这项研究探讨了在COVID-19大流行期间,家庭如何支持幼儿的识字发展,强调在家中以游戏为基础和与学校相关的学习. 它通过强调整体的,体现的学习经验来挑战"赶上"的叙述.
科学领域:
- 幼儿教育 儿童早期教育
- 社会语言学 社会语言学
- 流行病教育学
背景情况:
- 由于COVID-19大流行,幼儿教育需要快速转变,家庭需要在新的学习环境中进行导航.
- 对学习损失的担忧和对学术"赶上"的需求已经主导了教育话语.
- 在封锁期间,家庭环境中的非正式学习经验提供了宝贵的见解.
研究的目的:
- 在COVID-19大流行期间,为家庭识字之旅提供细微的视角.
- 通过突出积极和复杂的家庭学习经验,挑战主流的"赶上"叙述.
- 探索游戏和各种学习活动在家庭幼儿素养发展中的作用.
主要方法:
- 利用自身民族学来捕捉生活经验.
- 介绍来自苏格兰和美国密歇根的两个家庭的质量片段.
- 在家庭环境中分析非正式和学校认可的学习活动.
主要成果:
- 家庭从事各种扫盲实践,将基于游戏的学习与结构化的活动相结合.
- 家庭学习环境在面对大流行挑战时表现出了性和适应能力.
- "赶上"的叙述过分简化了孩子在家中学习经验的丰富多彩性质.
结论:
- 幼儿学习是一个整体的,体现的经验,超越了认知发展.
- 家庭参与和背景对于在破坏性事件期间支持识字至关重要.
- 需要对家庭学习有更细致的理解,超越基于赤字的叙述.
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