This dissertation explores the socio-cultural implications of content and context in Vygotsky's theory of the private speech of young children (Vygotsky, 1986). While private speech has long been thought to hold a snapshot of the child in cognitive transition, the content and context of the private speech has rarely been investigated. It is within the context of a larger social group that a child produces the utterances defined as private speech, and as such the context and content of the utterances must be evaluated in order to gain a comprehensive picture of the child as an active co-creator of culture in a social group.This ethnographic inquiry tells the story of one early childhood classroom, nested within a specific cultural context, as the children explore their surroundings through conversations with adults and peers. Children are observed to be engaged in the "leading work of childhood" through dramatic play, drawing, block building and music (Vygotsky, 1986). The spontaneous utterances of private speech occurred within and between the flow of these daily activities.Through the use of naturalistic observations, field notes, audio recordings, photographs and research journal, five vignettes were created of the private speech of individual children. These vignettes highlight the social nature of private speech by interjecting the content and context of the utterances through the lens of the heteroglossia of social life in the classroom (Bakhtin, 1986). This inquiry suggests that the question of the developmental purpose of private speech may well move from "Are the children engaging in "private speech?" to the more socially situated question of "To what are children referring in the content of their "private speech?" Results suggest that children are not only actively listening to the private speech of their peers, but are also producing it as social knowledge for the benefit of their peersThis inquiry adds to a larger body of research on Vygotsky's theory of private speech and sociocultural learning through the refocus of private speech as socially deployed "verbal mortar" between children rather than merely a tool for self-regulation used by individuals. The implications of this rather modest change of perspective may require teachers and researchers to consider the social life of the group, including the content of any private speech, as an integral part of a classroom curriculum, rather than a happenstance of proximity. Results also highlight the rich social life of a classroom and the important interpersonal relationships developed between a group of preschool peers. / Cette dissertation explore les implications socio-culturelles du contenu et du contexte de la théorie de Vygotsky sur le "langage égocentrique" des jeunes enfants. Alors qu'on a longtemps pensé que le "langage égocentrique" était un cliché instantanné de l'enfant en transition cognitive, le contenu et le contexte du "langage égocentrique" a rarement été investigué. C'est dans le contexte d'un groupe social plus étendu que l'enfant produit les expressions définies comme étant le "langage égocentrique" et, en tant que tel, le contexte et le contenu de ces expressions doivent être évaluées de façon à acquérir une vision adéquate de l'enfant en tant que co-créateur actif de la culture d'un groupe social. Cette enquête ethnographique raconte l'histoire d'une salle de classe dans une école, issue d'un contexte culturel spécifique, tandis que les enfants explorent leur environnement à travers des conversations avec des adultes et des semblables. Des enfants impliqués dans "le travail constructif de l'enfance" par le biais du jeu théâtral, du dessin, des jeux de construction et de la musique (Vygotsky, 1986). Les expressions spontanées du "langage égocentrique" se sont produites à l'intérieur, et entre, le flot de ces activités.À travers l'utilisation de notes prises sur le terrain, d'enregistrements audio, de photographies et d'un cahier de notes de recherche, cinq vignettes ont été créées sur le langage égocentrique d'enfants individuels. Ces vignettes font ressortir la nature sociale du "langage égocentrique" en cernant le contenu et le contexte des expressions à travers la lentille du flot continu de la vie sociale dans la salle de classe. Cette enquête suggère que la question de la raison d'être du "langage égocentrique", par rapport à un but de développement, ne devrait pas être "Est-ce que les enfants utilisent le "langage égocentrique"?", mais plutôt "À quoi les enfants font-ils référence dans le contenu de leur "langage égocentrique"?" Les résultats suggèrent que les enfants ne font pas qu'écouter de façon active le "langage égocentrique" de leurs semblables, mais qu'ils l'expriment aussi au profit de leurs semblables.Cette enquête s'ajoute à une quantité de recherches sur la théorie de Vygotsky à propos du "langage égocentrique", et de l'apprentissage socio-culturel, à travers une réévaluation du "langage égocentrique" en tant que ciment entre les enfants, plutôt qu'un outil d'auto-régulation utilisé par les individus. Les implications de ce changement de perspective relativement modeste pourraient amener les enseignants à considérer la vie sociale du groupe, incluant le contenu du "langage égocentrique", en tant que part intégrale du programme d'études de la classe plutôt qu'un fruit du hasard de la proximité. Les résultats font aussi ressortir la richesse de la vie sociale d'une salle de classe et les relations interpersonnelles qui se développent entre les semblables d'un groupe préscolaire.

<p> The purpose of this study was to examine the sustained impact of participation in the Tools of the Mind preschool program on language arts, mathematics, reading and writing achievement in middle school, the specific impact of participation on racial subgroups and socioeconomically disadvantaged students, and the effects of student mobility on academic achievement. Using a nonexperimental, quantitative, longitudinal design, the achievement of the original cohort of students who participated in the program was examined over 2 consecutive years. The results of the study suggest that participation in the Tools of the Mind program increases the overall achievement of socioeconomically disadvantaged students and the writing performance of African American students. Analysis of student mobility data revealed that a high rate of student mobility has a negative impact on student achievement. These study results are consistent with decades of research into the impact of participation in a high-quality preschool program. Caution should be taken in interpreting the results because promotion of the development of self-regulation and executive function, aspects that set the Tools of the Mind program apart from other preschool programs, is not measured by the NJASK, and thus the impact of the program may have been underestimated.</p>

AbstractThrough the course of our history, Indigenous cultural and spiritual knowledge remains, in many places as faint as the smoke rising from the embers of last nights fire; in other places, with enough flame to ignite another log. In spite of the genocidal acts portrayed through colonialism's experimentation through religious doctrine, residential school, legislation, treaties broken and unbroken, reservations, and spiritual disregard, we the Indigenous peoples of Turtle Island remain living, breathing and believing that our history is alive through the oral stories of our beginnings and endings.Indigenous education can only be defined through the culture of the people themselves. Building or rebuilding culturally relevant curriculum familiar to the children and teachers can only increase the value of student knowledge and in turn fulfilling a proud identity and natural relationship to the universe. The majority of on reserve education systems are based on provincial guidelines and standardized testing. Historical Indigenous education was transferred orally for thousands of years with very little disruption or inconsistencies; therefore distinct meanings and connections were continuously addressed throughout ones lifetime through the wisdom of elder's legends and stories. My investigation on the role of legends and storytelling in an early childhood setting in Kahnawa:ke, Quebec is portrayed through a combination of personal narrative interwoven with research literature, classroom observations and personal interviews as portraiture, and a discussion based on data collected. The main finding was that cultural legends and stories familiar to historical, ceremonial and spiritual practices are vital to the cultural foundation of the Haudenosaunee (peoples of the longhouse or the Iroquois) and Kahnawake'hró:non (people of Kahnawa:ke). / RésuméÀ travers le chemin de notre histoire, les connaissances culturelles et spirituelles du monde Indigène restent, en beacoup de places si faible comme la fumée qui lève de la braise du feu de la veille; en autres places avec assez de flamme pour allumer une autre bûche. Malgré les actes de genocide démontré par l`expérimentation de doctrine religieuse, les écoles résidentielles, la législation, les traités brisés et non brisés, les réserves, et le mépris spirituelle de colonisation, nous le peuple Indigène de l'Île de la Tortue, vivons, respirons, et croyons que notre histoire vie dans les contes oraux de nos débuts et fins.L'éducation Inidgène peut seulement être défini par la culture du peuple elle même. Construire ou réconstuire un programme culturellement pertinent familier pour les enfants et enseignants peut seulement augmenter la valeur de les connaissances des élèves ou ils réaliseront une identité fière et une relation naturelle avec l'univers. La majorité des systèmes d'éducation sur les réserves sont basés sur des directives provinciales et des épreuves standarisées. L'éducaton d'histoire Indigène était transmis orallement pendant des milliers d'années avec très peu d'interruption ou d'inconsistance; donc significations et connections distinctes étaient continuellement adressées à travers la sagesse des légendes et contes des ainées. Ma investigation sur le rôle de légendes et contes dans un milieu d'éducation de la petite enfance à Kahnawa:ke, Québec est démontrée par la combinaison de narratifs personnels entrelacées avec de la recherche de la littérature, des observations dans la classe, des entrevues personelles et de la discussion basé sur la collection de données. Le résultat principal est que les légendes et contes culturelles familiers aux practiques historiques, cérémoniaux et spirituelles sont essentiels pour la fondation des Haudenosaunee (peuples de la maison longue ou Iroquois) et des Kahnawake'hró:non (peuple de Kahnawa:ke).

This thesis investigated the effectiveness of 3 intervention programs on the acquisition of English phonological awareness by 58 typically-developing Mandarin-speaking kindergarteners learning English as a foreign language. The programs consisted of perceptual-based, production-based, and phonemic awareness activities. The perceptual-based or production-based intervention was conducted in Phase I, followed by the phonemic awareness activities in Phase II. Children's phonological awareness skills in both Mandarin and English were assessed before and after each Phase. Results indicated that in Phase I, there was no significant difference of phonological awareness skills after the intervention for the groups who received either the perceptual- or the production-based intervention when compared to the control groups. In Phase II, there was a significant difference in overall English and Mandarin phonological awareness test scores for the groups who received phonemic awareness instruction when compared to the control group. Moreover, those children given the perceptual-based or the production-based intervention previously along with phonemic awareness instruction in Phase II did not show an advantage over those who received only phonemic awareness instruction in Phase II. Even though phonemic awareness intervention was carried out with English materials, children's performance in phonological awareness in both Mandarin and English improved. The findings suggest that implementing phonemic awareness activities in English-learning classrooms and in clinical settings where clients have limited English experiences could enhance children's phonological awareness skills in both English and their native language. / Cette thèse évalue l'efficacité de 3 programmes d'intervention visant l'acquisition de la conscience phonologique (CP) de l'anglais par 58 enfants parlant mandarin de maternelle ayant un développement normal et apprenant l'anglais comme langue étrangère. Une intervention au niveau de la perception ou de la production avait lieu lors de la phase I, qui était suivie par des activités de CP lors de la phase II. Les habiletés des enfants au niveau de la CP du mandarin et de l'anglais étaient évaluées avant et après chacune des phases. Les résultats indiquent que suite à la phase I, il n'y avait pas de différence significative au niveau de la CP entre les groupes ayant reçus les interventions au niveau de la perception ou de la production et les groupes contrôles. Suite à la phase II, il y avait une différence significative dans les résultats au niveau de la CP de l'anglais et du mandarin entre les groupes ayant reçus une intervention au niveau de la CP et le groupe contrôle. De plus, les enfants ayant reçu aussi une intervention au niveau de la perception ou de la production, en plus de celle portant sur la CP lors de la phase II, n'ont pas montré un avantage par rapport aux enfants ayant reçus seulement l'intervention portant sur la CP. Malgré le fait que les interventions utilisaient du matériel en anglais, les performances au niveau de la CP de l'anglais et du mandarin se sont améliorées. Ces résultats suggèrent que l'utilisation d'activités de CP dans les classes d'apprentissage de l'anglais et dans le milieu clinique lorsque les clients ont une expérience limité avec l'anglais peut améliorer les habiletés de CP des enfants en anglais de même que dans leur langue maternelle.

This thesis examines the legal and ethical obligations of Quebec private daycare owners and directors, towards protecting the rights and safety of children in their care and the staff members who work with these children. Qualitative methodologies included forty-two questionnaires completed by educators and seven interviews conducted with the participating daycares' leaders. Interviews were thematically analyzed and confidentiality to participants was observed. Results disclosed that children and teachers' rights were violated and their safety compromised due to over-registered classrooms and abuse while in care. Educators, owners, and directors were found to have low levels of knowledge of children's rights to protection and provision; teachers' rights to fair treatment and due process; and daycare workers' obligations to report abuse in private daycares. The study concludes that teachers, owners, and directors need to be better informed of children and teachers' rights and ethically motivated, to successfully ensure the safety and wellbeing of children in their care. / La présente thèse étudie les obligations légales et éthiques des propriétaires et directeurs de garderies privées au Québec quant à la sécurité et la protection des droits des enfants et des employés. La méthodologie qualitative comprend quarante deux questionnaires remplis par les éducatrices et sept entrevues de dirigeants de garderies. Les entrevues, analysées thématiquement, assurent la confidentialité des participants. Les résultats montrent que les droits des enfants et des éducatrices ont été violés et leur sécurité compromise du fait de classes en sureffectif et d'abus à l'égard d'enfants. Les éducatrices, propriétaires et directeurs ont montré une faible connaissance en droit des enfants à la protection et au service; du droit des éducatrices à un traitement équitable et à l'application régulière des règles; et des obligations des employés à rapporter tout abus. L'étude conclut que les éducatrices, propriétaires et directeurs doivent être mieux informés sur le droit des enfants et des éducatrices et être éthiquement motivés pour assurer la sécurité et le bienêtre des enfants sous leur responsabilité.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1978. / Source: Dissertation Abstracts International, Volume: 39-05, Section: A, page: 2736.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2459. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 218-227) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4089. Adviser: Liora Bresler. Includes bibliographical references (leaves 238-248) Available on microfilm from Pro Quest Information and Learning.

<p> The purpose of this dissertation study is to describe, explain, and analyze teachers&rsquo;, supervisors&rsquo;, and educational administrators&rsquo; perspectives, or self-reported opinions, regarding their current practices and policies of Early Childhood Education (ECE) in Saudi Arabia (SA), and the challenges and the benefits of adopting the Reggio Emilia approach (REA) into early childhood institutions in SA. ECE faces many challenges in SA, such as: the traditional role of the teachers, a standard curriculum that is planned in advance, lack of collaboration with families, centralized education management, and the image of the child as passive learner (Metwaly, 2007). With these in mind, I argued that implementing the REA in Saudi kindergartens in a way that suits the social, culture, and religious context may help overcome some of the challenges that are confronting ECE in SA today. </p><p> Three theoretical frameworks guided this study: social constructivist theory, the community of collaboration perspective, and the theoretical foundation of ECE in SA. The social constructivist theory and community of collaboration perspective offered a comprehensive understanding of the RE philosophy and its core principles by explaining how children learn and the critical importance of community collaboration. In addition, examining the theoretical foundations of ECE in SA guided my understanding of current Saudi ECE practices and policies. </p><p> This study used in-depth interviews to explore and analyze ECE teachers&rsquo;, supervisors&rsquo;, and educational provincial administrators&rsquo; perspectives in Riyadh about the potential benefits and challenges of implementing the REA into the Saudi ECE context. Audiotapes and transcriptions from individual interviews with participants were used as data sources, along with documents and analytic memos. Data were analyzed using the constant comparative analysis approach; this can provide opportunities to explore the participants&rsquo; opinions about the likelihood of implementing the REA, what it would take to adopt it if possible, and how it could be modified to fit the social, cultural, and religious context in SA. </p><p>

<p> Despite being mandated reporters by law, preschool teachers often fail to report suspicion of child abuse or neglect. Although research has been conducted regarding reasons why teachers do not report, no study has yet examined preschool teachers&rsquo; thinking as decisions are being made. Therefore, the purpose of the study was to examine the in-the-moment decision-making process of preschool teachers to report or not report cases of suspected child abuse or neglect. Three research questions guided this exploration of teachers&rsquo; responses to cases of possible child abuse or neglect, the reasons teachers give for their responses, and their confidence in the correctness of their decisions to report or not to report child abuse or neglect. The conceptual framework for this study was the ethical decision-making model of Meneghetti and Seel. The research was a phenomenological study using the think aloud protocol of van Someren, Barnard, and Sandberg. Three scenarios of possible child abuse cases were used as the basis for the face-to-face interviews in which 6 lead preschool teachers described their thought processes. The purposeful sample comprised 6 lead teachers in a major city in the United States with children aged 2 through 5. A thematic analysis method and coding strategy were used to answer the research questions. The findings in this study were consistent with the literature in that most of the teachers did not elect to report their suspicion of child abuse or neglect, but were inhibited by lack of clear understanding of what constitutes abuse and neglect, and by a desire for more information. This study contributes to positive social change by indicating a need for more training of preschool teachers in their mandated reporter role, which can result in more confident decision making and greater success in protecting young children.</p><p>