ขอพัฒนาทักษะการใช้ภาษาอังกฤษสำหรับนักศึกษาของเรา
ขอพัฒนาทักษะการใช้ภาษาอังกฤษสำหรับนักศึกษาของเรา(อย่างง่าย ๆ ก่อนนะจ๊ะ เด็กๆ)
งานชิ้นที่ 2 ศึกษางานวิจัยที่เกี่ยวข้องกับการศึกษาปฐมวัยจากต่างประเทศ
วิธีการ
1. ให้นักศึกษาจัดกลุ่ม กลุ่มละ 4 คน
2. เลือกงานวิจัยที่สนใจจาก Journal of Early Childhood Research ใน http://ecr.sagepub.com/
3. ส่งชื่อนศ.ในกลุ่ม และเรื่องที่เลือกมาที่นี้ ใครส่งก่อนเลือกได้ก่อน ส่งทีหลังห้ามซ้ำกับคนที่ส่งก่อนนะ
แจ้งมาได้เลยนะ
สวัสดีค่ะ อ.อ๊อด
มาเยี่ยม มาให้กำลังใจ อ.อ๊อด
จะคอยติดตามบทความเรื่องต่อๆไป
โชคดี มีสุขค่ะ
ขอบคุณกำลังใจที่ให้มาครับ ช่วงนี้ก็แบ่งเวลาไม่ค่อยทัน แต่ก็พยายามมาสร้างนิสัยในการเขียน blog ขอบคุณอีกครั้งครับ
สมาชิกในกลุ่ม
1.น.ส.เกาซัร สะไร รหัสประจำตัวนักศึกษา 405110077
2.นายวรันธร บุสนาม รหัสประจำตัวนักศึกษา 405110079
3.นายอับดุซุโก ลือแูบลูวง รหัสประจำตัวนักศึกษา 405110095
4.น.ส.สาอุดะ สาอุ รหัสประจำตัวนักศึกษา 405110098
เลือหัีวข้อเรื่อง
sounding lives in and through music
a narrative inquiry of the `everyday' musical engagement of a young child
Margaret S. Barrett
University of Queensland, Australia, [email protected]
There is growing interest in the study of young children's `everyday' lives. Music engagement is central to young children's experience of the `everyday' yet few studies have investigated the ways young children and their families engage with and use music in their daily lives. The purpose of this article is twofold: it interrogates the ways in which a young child, and his family draw on musical engagement and use in their daily life; and it provides a storied account as a means to demonstrate the uses of narrative inquiry to early childhood research. Findings identify: the parenting education role of early music programs; the function of joint music-making in the regulation of children's behaviour and emotional states; the contribution of joint and individual music-making to children's language development; the role of individual music-making in children's self-making; and the function of joint music-making in fostering family unity.
Key Words: identity-work • joint music-making • music engagement • parenting education • self-making
Journal of Early Childhood Research, Vol. 7, No. 2, 115-134 (2009)
DOI: 10.1177/1476718X09102645
ทั้ง 4 คน เก่งมาก ทำงานได้รวดเร็วดีมาก
เด็ก ๆ ที่จะส่งหลังจากนี้ ดูด้วยนะครับ อย่าให้ซ้ำกับเพื่อน จะได้มีความรู้หลากหลาย...
สมาชิกในกลุ่ม
1.นูรไอนี บาเหม 049
2.วิศนี สะมาอาลี 051
3.รุสนานี มีนา 084
4.อานีสา อาแยกาจิ 089
เลือกหัวข้อเรื่อง
persistence in the face of academic challenge for economically disadvantaged children
Eleanor D. Brown
West Chester University of Pennsylvania, USA, [email protected]
This study examined persistence in the face of academic challenge for economically disadvantaged children. Participants included 103 children attending Head Start preschools, as well as their caregivers and teachers. Child tasks measured persistence in the face of academic challenge as well as emergent implicit theories of intelligence. Caregiver interviews provided information about poverty risks. Teacher interviews measured child attention problems. A cumulative index of poverty risks, as well as teacher-reported child attention problems and child emergent implicit theories of intelligence predicted persistence in the face of challenge. Implications concern conceptualizing persistence in the face of academic challenge, understanding diversity in educational outcomes for economically disadvantaged children and closing the achievement gap.
Key Words: academic challenge • achievement gap • persistence • poverty • preschool
Journal of Early Childhood Research, Vol. 7, No. 2, 173-184 (2009)
DOI: 10.1177/1476718X09102650
สู้ๆน่ะอาจารย์
กลุ่มแรก แรกที่สุด แระกลุ่มที่สอง ขอเป็นกำลังใจให้อาจารย์อ๊อด ต่อสู้กับงานที่ยากลำบากในคณะครุศาสตร์ ขอให้อาจารย์พัฒนาคณะเราเจริญรุ่งเรือง นะครับ/ค่ะ
กลุ่มที่ 2 ค้นคว้าเรื่องที่ทันสมัยดีมาก ปี 2009 ด้วย ....
ขอบใจเด็ก ๆ ทั้ง 2 กลุ่มมาก ๆ ที่ให้กำลังใจ เหนื่อยเหมือนกันช่วงนี้ แต่ก็พยายามแบ่งเวลาสำหรับทุกเรื่อง...
ถ้ามีอะไรเพิ่มเติม ช่วยแนะนำมาที่ http://gotoknow.org/blog/ajarnaod/269386
เป็น blog รับฟังความคิดเห็นในการพัฒนาคณะ ขอบใจมาก...
สมาชิกในกลุ่ม
1.นางสาวนูรีดา เละแมะ 405110010
2.นางสาวมูรณี ไซซิง 405110011
3.นางสาวนาปีเสาะ โซ๊ะซูมะ 405110036
4.นางสาวรอดะห์ เราะแตวา 405110037
5.นางสาวนูรีซัน อะเซ็ง 405110048
เลือกหัวข้อเรื่อง
supporting preschoolers' social development in school through funds of knowledge
Mari Riojas-Cortez
University of Texas at San Antonio, USA, [email protected]
Belinda Bustos Flores
University of Texas at San Antonio, USA
This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemotional values within the home that are aligned with research based prosocial behaviors needed for school readiness. Thus, findings imply the importance of supporting preschoolers' social development in school through funds of knowledge.
Key Words: early literacy • familial cultural values • Latino families • parent involvement • preschoolers' socioemotional development • social readiness
Journal of Early Childhood Research, Vol. 7, No. 2, 185-199 (2009)
DOI: 10.1177/1476718X09102651
สมาชิกในกลุ่ม
1.นางสาวนูรีดา เละแมะ 405110010
2.นางสาวมูรณี ไซซิง 405110011
3.นางสาวนาปีเสาะ โซ๊ะซูมะ 405110036
4.นางสาวรอดะห์ เราะแตวา 405110037
5.นางสาวนูรีซัน อะเซ็ง 405110048
เลือกหัวข้อเรื่อง
supporting preschoolers' social development in school through funds of knowledge
Mari Riojas-Cortez
University of Texas at San Antonio, USA, [email protected]
Belinda Bustos Flores
University of Texas at San Antonio, USA
This study identified Mexican immigrant and Mexican American families' common values and beliefs about preschoolers' socioemotional development in a low-income urban school, which offers a dual language program in South Texas. Approximately 65 families participated in the Family Institute for Early Literacy Development (FIELD), which focused on the social skills expected from children as they enter public preschools. Findings show five socioemotional values within the home that are aligned with research based prosocial behaviors needed for school readiness. Thus, findings imply the importance of supporting preschoolers' social development in school through funds of knowledge.
Key Words: early literacy • familial cultural values • Latino families • parent involvement • preschoolers' socioemotional development • social readiness
Journal of Early Childhood Research, Vol. 7, No. 2, 185-199 (2009)
DOI: 10.1177/1476718X09102651
รับทราบจ้า กลุ่มนี้ 5 คน เลยเหรอ...ทำให้ดีนะ อยู่กันตั้งหลายคน
สมาชิกในกลุ่ม
น.ส.สุปรีญา ปอแซ 405110101
น.ส.นูรีนา กะมานิ๊ 405110110
น.ส.นุรอิลมี เนือเรง 405110112
น.ส.ปาตีเมาะ จารง 405110132
น.ส.อาดีลา ปาหะ 405110134
เลือกหัวข้อ
roots of assimilation
generational status differentials in ethnic minority children's school readiness
Jacob Hibel
Pennsylvania State University, USA, [email protected]
This study examines the relationship between children's generational status and their cognitive and social school readiness, paying particular attention to racial/ethnic and national origin differences. This relationship is examined using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998—99 (ECLS-K). Results indicate that, while children of foreign-born mothers tend to have lower levels of school readiness than children of native-born mothers, this disparity is largely due to differences in family context characteristics. After controlling for an array of family background variables, non-Hispanic black, Asian, Mexican, Puerto Rican and other Hispanic children of foreign-born mothers are found to have similar levels of academic school readiness to co-ethnic children of American-born mothers. Analyses also indicate that a substantial portion of the school readiness gaps between minority children of foreign-born mothers and non-Hispanic white children of American-born mothers can be explained by family background differences. The study includes a discussion of the implications for assimilation theory and the study of early educational inequality.
สมาชิกในกลุ่ม
1.น.ส.นูรียะห์ ดีสะเอะ 405110050
2.น.ส.ฟารีดา วาแม 405110070
3.น.ส.รอฮานา ดาการี 405110096
4.น.ส.นูรไอนี เปาะจิ 405110097
เลือกหัวข้อเรื่อง
young American immigrant children's interpretations of popular culture a case study of Korean girls' perspectives on royalty in Disney films
Lena Lee
Miami University, USA, [email protected]
This article explores how young Korean immigrant girls (age five to eight) living in the United States interpreted American popular culture by discussing their interpretations of Disney animated films. In particular, it scrutinizes these girls' understanding of the idea of monarchy — in this case, the process of and the qualification for a ruler — in the films. In addition, this article looks closely at the girls' perspectives on what it means to be a princess in the films by connecting such perspectives to their sense of Korean ethnicity. Finally, it provides some suggestions and implication for researchers and early childhood educators.
Key Words: American popular culture • Disney films • Korean girls • royalty • young immigrant children
Journal of Early Childhood Research, Vol. 7, No. 2, 200-215 (2009) DOI: 10.1177/1476718X08098357
น.ส. อาอีเส๊าะ ทาเน๊าะ 405110060
น.ส. อานีซะห์ แจกอหมะ 405110072
น.ส. ฮามีดะห์ เจะเดร์ 405110064
น.ส. นูรียะ มะแตหะ 405110075
เลือกหัวข้อ:
designing probabilistic tasks for kindergartners
Chrysanthi Skoumpourdi
University of the Aegean, Greece, [email protected]
Sonia Kafoussi
University of the Aegean, Greece
Konstantinos Tatsis
University of Western Macedonia, Greece
Recent research suggests that children could be engaged in probability tasks at an early age and task characteristics seem to play an important role in the way children perceive an activity. To this direction in the present article we investigate the role of some basic characteristics of probabilistic tasks in their design and implementation. In order to do so, we present the structure and the content of a series of tasks that were implemented in a kindergarten school focusing on two characteristics: the context and the materials used. In our case, the performance of the experiment together with the use of dice and spinners seemed to be critical in children's development of probabilistic thinking.
Key Words: context • kindergartners • manipulatives and experimentation • probabilistic tasks • task design
Journal of Early Childhood Research, Vol. 7, No. 2, 153-172 (2009)
DOI: 10.1177/1476718X09102649
น.ส. นูรีดะห์ แลแตบาตู 405110069
น.ส. นาญีฮาห์ อาแว 405110071
น.ส. สุรายา โตะแวมะ 405110099
เลือกหัวข้อ :
designing probabilistic tasks for kindergartners
Chrysanthi Skoumpourdi
University of the Aegean, Greece, [email protected]
Sonia Kafoussi
University of the Aegean, Greece
Konstantinos Tatsis
University of Western Macedonia, Greece
Recent research suggests that children could be engaged in probability tasks at an early age and task characteristics seem to play an important role in the way children perceive an activity. To this direction in the present article we investigate the role of some basic characteristics of probabilistic tasks in their design and implementation. In order to do so, we present the structure and the content of a series of tasks that were implemented in a kindergarten school focusing on two characteristics: the context and the materials used. In our case, the performance of the experiment together with the use of dice and spinners seemed to be critical in children's development of probabilistic thinking.
Key Words: context • kindergartners • manipulatives and experimentation • probabilistic tasks • task design
Journal of Early Childhood Research, Vol. 7, No. 2, 153-172 (2009)
DOI: 10.1177/1476718X09102649
รับทราบทั้ง 4 กลุ่มครับ
แข่งเคลื่อนไหวประกอบจังหวะกันวันไหนเนี่ย...
ครูจะได้ตามไปเชียร์ อิอิ
น.ส ไซนูรี ลาเซ็ง รหัส 018
น.ส สุไรนี อาบูบากา รหัส 041
น.ส อามานี สีตีเลาะ รหัส 042
น.ส ฟาตีฮะห์ โตะลู รหัส 044
น.ส มารียัม หะยีสามะ รหัส 046
เลือกหัวข้อ:
constructive competition in preschool
Sonja Sheridan
University of Göteborg, Sweden
Pia Williams
University of Göteborg, Sweden
The purpose of this article is to draw attention to competition as a multidimensional phenomenon in preschool. Theories of competition are outlined here in relation to an empirical study of how preschool children compete constructively and how they themselves express and conceive competition in different situations. The data consist of video observations, individual and group interviews as well as children’s drawings. The results show that cooperation and constructive competition exist simultaneously. Competition enters children’s lives at an early stage, and constructive competition is a dimension that can motivate children to achieve better at the same time as it makes activities more exciting. Constructive competition is also a dimension of children’s cooperation as well as individual activities.
Key Words: constructive competition • cooperation • learning • preschool children • social interaction
Journal of Early Childhood Research, Vol. 4, No. 3, 291-310 (2006)
DOI: 10.1177/1476718X06067581
น.ส รอซีดะ ดาโอ๊ะ รหัส008
น.ส ฟาตีเมาะ ดอเลาะบองอ รหัส 019
น.ส สีตีฟาตีเมาะ กือดี รหัส 025
น.ส อาซีเยาะ มะเซ็ง รหัส 026
น.ส วีณา ราพู รหัส 031
หัวข้อเรื่อง:
using systematic reviews to investigate research in early childhood
Helen Penn
University of East London, UK
Eva Lloyd
University of Bristol, UK
This article explores how the evidence base for aspects of early childhood has been explored using systematic research synthesis methods developed at the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre). Three early childhood systematic reviews have been carried out using EPPI-Centre procedures and tools. The article discusses the principles underlying systematic research synthesis, the way in which the three reviews were set up, the processes involved in reviewing studies for the reviews, and the nature and generalizability of the reviews’ findings.
Key Words: early childhood • research methodology • systematic review
Journal of Early Childhood Research, Vol. 4, No. 3, 311-330 (2006)
DOI: 10.1177/1476718X06067582
น.ส เมยาวี อาดำ รหัส 004
น.ส รอซือน๊ะ มะสือนิ รหัส 015
น.ส นูรุลฮูดา ซอมัด รหัส 017
น.ส นูรีดา มะเต๊ะ รหัส 032
หัวข้อเรื่อง:
ready for success in kindergarten
a comparative analysis of teacher, parent, and administrator beliefs in Hawaii
Donna J. Grace
University of Hawaii at Manoa
Mary E. Brandt
Hawaii State Department of Education
In Hawaii, state agencies and foundations are poised to support readiness efforts to improve educational outcomes for children. Developing a shared understanding of the construct of readiness is key to these efforts. The purposes of this research were to (a) discover the perceptions and beliefs held by Hawaii parents, teachers and administrators affiliated with four- and five-year-olds about children ready for school and schools ready for children, and (b) to compare these views with other research reported in the literature. Data were gathered from 24 focus group interviews and 2604 returned surveys. Both similarities and differences emerged among the role groups regarding the most valued aspects of readiness. These data are reported and discussed. This research provided a foundation for the development of a statewide definition of readiness, and for systems-level assessment tools that reflect the beliefs and values of Hawaii’s early childhood community.
Key Words: administrators • Hawaiian parents/teachers/administrators • perceptions/beliefs
Journal of Early Childhood Research, Vol. 4, No. 3, 223-258 (2006)
น.ส อามีเนาะ สะแลแม รหัส 007
น.ส รอกีเย๊าะ สะนิ รหัส 020
น.ส อาดีบะห์ บาเหะ รหัส 038
หัวข้อเรื่อง:
investigating an account of children ‘passing notes’ in the classroom
how boys and girls operate differently in relation to an everyday, classroom regulatory practice
Kathy Powell
Queensland University of Technology, Australia
Susan Danby
Queensland University of Technology, Australia
Ann Farrell
Queensland University of Technology, Australia
This article draws on the sociology of childhood framework in order to examine one primary school girl’s account of how the children in her classroom pass notes to each other when they are ‘not allowed to talk at all’. Close examination of the account shows how the girls and boys in this particular classroom co-construct gendered membership activities in order to negotiate the teacher’s regulation of their classroom interactions. The girls competently participate in the covert activity of passing notes outside of teacher regulation, whereas the boys competently participate in the overt activity of passing notes, thereby gaining the membership of their male teacher into their activity. The boys draw upon their gendered membership activity as a strategy for collaborating with their teacher in the construction of a new classroom order. This work is an important part of our ongoing study of how children understand and deal with governance in their everyday lives.
Key Words: classroom interactions • gender • governance • membership categorization analysis • social agency • sociology of childhood
Journal of Early Childhood Research, Vol. 4, No. 3, 259-275 (2006)
DOI: 10.1177/1476718X06067579
น.ส มาเรียม ตาเละ รหัส 058
น.ส บารียะ ดือเระห์ รหัส 073
น.ส นูรฮาซามี แมเฮาะดำ รหัส 074
น.ส มารีนา หะแว รหัส 090
หัวข้อเรื่อง :
young American immigrant children's interpretations of popular culture
a case study of Korean girls' perspectives on royalty in Disney films
Lena Lee
Miami University, USA, [email protected]
This article explores how young Korean immigrant girls (age five to eight) living in the United States interpreted American popular culture by discussing their interpretations of Disney animated films. In particular, it scrutinizes these girls' understanding of the idea of monarchy — in this case, the process of and the qualification for a ruler — in the films. In addition, this article looks closely at the girls' perspectives on what it means to be a princess in the films by connecting such perspectives to their sense of Korean ethnicity. Finally, it provides some suggestions and implication for researchers and early childhood educators.
Key Words: American popular culture • Disney films • Korean girls • royalty • young immigrant children
Journal of Early Childhood Research, Vol. 7, No. 2, 200-215 (2009)
DOI: 10.1177/1476718X08098357