Aggressive behavior of young children has always existed. In kindergarten, teachers and children will encounter the consequences frequently. However, not all teachers have enough experience and knowledge to deal with children’s aggressive behavior. Children’s aggressive behavior will not only affect the teacher’s curriculum, the relationship between teachers and children, but also the relationship between children. Therefore, the purpose of this systematic review is to provide teachers with interventions that can help young children reduce aggressive behavior while improving peer interaction. ERIC and PsycINFO were used to search peer-reviewed articles since these two databases have articles related to my topic, and data collecting and analyzing were conducted in March and April 2020. By including five relevant articles and summarizing and analyzing the contents of these five articles, it is concluded that there are two types of interventions in kindergartens to reduce children's aggressive behavior while improving their peer interaction. One type includes a method for the social story, which is a short, simple story written from a child’s perspective to provide guidance for appropriate social behavior for children with autism. The other intervention type teaches social skills. The advantage of this systematic review is that it is very practical for teachers because four of the five articles have an effect on aggressive behavior and/or peer interaction This paper analyzes relationships of children's aggressive behavior and does not include other elements such as children's language ability. In conclusion, teachers need to choose appropriate interventions, because some interventions cannot achieve the effect of reducing aggressive behavior and increasing peer interaction at the same time. / 幼儿的攻击行为一直都存在。在幼儿园时，由于教室里有不止一个的幼儿，教师更是会频繁的遇见这一情况，然而并不是所有的教师都有足够的经验和知识来应对幼儿的这一行为。幼儿的攻击行为不仅会影响教师的课程，教师与幼儿的关系，还会影响幼儿之间的关系。因此本文献综述的目的是给教师提供能帮助幼儿降低攻击行为的同时提高同伴互动的干预计划。ERIC和PsycINFO用于搜索同行评审的文章因包含最多与本篇论文主题相关的文献，并在3月和4月进行了数据收集和分析。通过纳入五篇相关文献并对这五篇文献内容的总结与分析得出教师在幼儿园中有不同的方法来减少儿童的攻击行为，促进他们的同伴互动。其中，干预分为两大类，一种是包括了社交故事的干预，另一种是教导学生社交技巧的干预，并且，社交故事的使用频率较高。但是，教师需要选择合适的干预，因为有些干预不能达到减少攻击性行为的同时增加同伴互动的效果。本片文献综述的优点是对于教师来说十分实用，而主要的不足点是只分析了幼儿的攻击行为与幼儿间的关系，并没有分析幼儿的语言能力等能够影响幼儿攻击行为的要素。

abstract: In the last decade, the educational field, in general, has experienced increasing interest in applying augmented reality (AR) for educational purposes. Studies have shown that when AR is effectively applied in education, it can increase students’ learning interest and concentration (Zhang et al., 2014), reduce cognitive overload (Bower et al., 2014, p.1), and provide a more authentic learning experience (Klopfer, 2008). This study uses both cognitive and sociocultural theoretical perspectives to better understand the role of AR in peer interaction by investigating language-related episodes (LREs) during collaborative dialogue. The current study investigates whether mobile-based AR influence the number, nature, outcome, and correction orientation of LREs during two oral and writing-focused activities of ten advanced L2 Spanish dyads using AR and non-AR mobile applications. The results show significant differences in the incidence of LREs in both settings (AR vs non-AR) and modality focus (oral vs writing-focused). Although significant differences were found between mechanical LREs vs. lexical and grammatical LREs, no significant differences were found between lexical and grammatical LREs in both modalities and settings. Likewise, the correction orientation was similar in both modalities, whereas the LRE outcomes were significantly different in both settings. Immediate posttests were administered to determine whether participants retained the results of the LREs based on the LRE outcome types. The posttests showed a strong correlation between the recognition and production scores of the grammatical structures. However, no significant differences were found in the recognition or production of grammatical structures nor the production of lexical items between the two settings. / Dissertation/Thesis / Doctoral Dissertation Spanish 2020

Autism often makes children struggle to interact with peers, including initiating, responding, and maintaining social interactions in social settings. They may frequently miss opportunities to engage with peers; they get alienated and tend to appear outside peer activities, restricting opportunities for developing relationships. The time that a child spends in preschool and with peers is crucial for their social skills to develop. Over time, their peers will have a more significant influence on them. This systematic literature review aimed to describe the preschool-based intervention for children with Autism to increase their peer interaction. The search was conducted using three databases (ERIC, PsycINFO, and Web of Science), and seven studies were then selected that met predefined inclusion criteria. The current review includes different interventions such as Peer-mediated intervention, preferred Activities with Peer Support, iPod Touch™, Technology as Communication Devices, and Peer-Mediated LEGO® Play intervention. The seven selected articles conducted an intervention to improve peer interaction of children with Autism. The majority of the reviewed studies found that peer interaction interventions improved the social interaction of children with Autism.  As the limitation of the study, the lack of research focusing on preschool-based children with autism spectrum disorders and the interventions available to them were highlighted.

No description available.

Uncertainty is ubiquitous in life, and learning is an activity particularly likely to be fraught with uncertainty. Previous research suggests that students and teachers struggle in their attempts to manage the psychological experience of uncertainty and that students often fail to experience uncertainty when uncertainty may be warranted. Yet, few educational researchers have explicitly and systematically observed what students do, their behaviors and strategies, as they attempt to manage the uncertainty they experience during academic tasks. In this study I investigated how students in one fifth grade class managed uncertainty they experienced while engaged in collaborative robotics engineering projects, focusing particularly on how uncertainty management was influenced by task structure and students’ interactions with their peer collaborators. The study was initiated at the beginning of instruction related to robotics engineering and preceded through the completion of several long-term collaborative robotics projects, one of which was a design project. I relied primarily on naturalistic observation of group sessions, semi-structured interviews, and collection of artifacts. My data analysis was inductive and interpretive, using qualitative discourse analysis techniques and methods of grounded theory. Three theoretical frameworks influenced the conception and design of this study: community of practice, distributed cognition, and complex adaptive systems theory. Uncertainty was a pervasive experience for the students collaborating in this instructional context. Students experienced uncertainty related to the project activity and uncertainty related to the social system as they collaborated to fulfill the requirements of their robotics engineering projects. They managed their uncertainty through a diverse set of tactics for reducing, ignoring, maintaining, and increasing uncertainty. Students experienced uncertainty from more different sources and used more and different types of uncertainty management strategies in the less structured task setting than in the more structured task setting. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. When students could not garner socially supportive response from their peers, their options for managing uncertainty were greatly reduced. / text

本研究以質性分析的方式，探討學齡前融合教育班級師生及同儕互動的情形，以一所台北縣公立幼稚園的一個融合教育班級為研究場域，透過部份參與式觀察與教師訪談蒐集資料，進一步探討特殊教育需求幼兒與一般幼兒之間的互動情形，以及特殊教育需求幼兒與教師之間的互動情形。 研究發現，在特殊教育需求幼兒與一般幼兒之間的互動行為中，多以正向非口語行為為主，同時特殊教育需求幼兒在互動行為上較為被動，互動的內容多與遊戲或學習活動有關，若是在衝突情境則會出現負向非口語的攻擊行為。在特殊教育需求幼兒與教師之間的互動行為中，正向口語行為為主，但時常搭配非口語行為一起進行，互動的內容多與特殊教育需求幼兒的特殊需求以及教學活動有關，在互動行為進行中，教師較為主動，但在求助行為中，則以特殊教育需求幼兒扮演引發互動的角色。而影響互動行為的因素包括有：特殊教育需求幼兒的人格特質、特殊教育需求幼兒的能力、教師的態度與引導、以及一般幼兒的人格特質等。整體而言，在本研究進行的場域中，特殊教育需求幼兒的互動對象較傾向於與成人進行互動，和一般幼兒互動的情形較少出現。 綜合上述研究發現，對於學齡前融合教育的實施，本研究提出具體建議，在特殊教育需求幼兒與一般幼兒之間的互動方面：安排能力較佳且有意願的一般幼兒協助特殊教育需求幼兒進行學習活動、教導解決衝突的策略，以減少負向行為、教導特殊教育需求幼兒與他人互動的方法，並鼓勵他勇於嘗試。在特殊教育需求幼兒與教師之間的互動方面：教學活動時間，兩位教師應盡可能同時參與，以協助特殊教育需求幼兒進行學習，增加互動機會、營造特殊教育需求幼兒主動進行互動的機會。 / The study aims to explore the state of teacher-student and peer interaction in inclusive preschool class setting using a qualitative analysis method focusing on a public inclusive preschool classroom in Taipei County as the research site, with data gathered through a partially participated observation and teacher interviews, to further examine the interaction between preschoolers with special education needs and general preschoolers, and the interaction between preschoolers with special education needs and teachers. The study found that the interaction between preschoolers with special education needs and general preschoolers tends to take place with positive, nonverbal behaviors, while preschoolers with special education needs tend to be more passive in interactive behavior, and the content of interaction is largely related to game or learning activities, but negative, nonverbal aggressive behavior can appear under a conflict scenario. The interactive behavior between preschoolers with special education needs and teachers tends to take place with positive, verbal behavior, and is often coordinated with nonverbal behavior, where the content of interaction is largely related to the special needs and teaching activities of preschoolers with special education needs; in the progression of interactive behavior, the teacher is more active, whereas in help seeking behavior, preschoolers with special education needs tend to enact an interaction-triggering role. While factors that affect the interactive behavior include: the personality attributes of preschoolers with special education needs, the capability of preschoolers with special education needs, the attitude and guidance of the teacher, and the personality attributes of general preschoolers. As a whole, at the site where the study is conducted, the interaction of preschoolers with special education needs tends to lean towards interactive with adults, while the phenomenon is less seen in the interaction with general preschoolers. In recapping the foresaid study findings, when implementing the inclusive preschool education, the study presents a tangible recommendation on the interaction between preschools with special education needs and general preschoolers that it is feasible to arrange general preschoolers with better capability and are willing to facilitate preschools with special education needs to engage in learning activities, spearhead them to conflict-solving strategies, which would help to reduce negative behavior, and show preschoolers with special education needs the means to interact with others, as well as encourage them to try. In the aspect of interaction between preschoolers with special education needs and teacher, it is recommendable that during the time of teaching activities, it is best for two teachers to participate at the same time to facilitate preschoolers with special education needs to engage in learning, enhance the interactive opportunities, and create the opportunity for motivating preschoolers with special education needs to engage in interaction.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. / In opposition to the historically accepted view that Piaget failed to theorise the ‘social’ in his theory of cognitive development this research report shows that the ‘social’ is central to his genetic epistemology and that his conceptualisation of the ‘social’ has interesting implications for educational thinking. Specifically, the report shows that not only did Piaget include the social dimension in his genetic epistemology but that his understanding of the role of the ‘social’ in the development of cognition raises interesting possibilities for future psychological and educational research.

Made available in DSpace on 2015-03-05T18:12:39Z (GMT). No. of bitstreams: 0 Previous issue date: 31 / Nenhuma / Contar histórias faz parte do nosso dia-a-dia. Em casa, na escola, na fila do banco, na sala de espera do consultório médico, sempre tem alguém com uma história para contar. O que possibilita que esse evento social seja levado a cabo é a participação tanto do narrador quanto da audiência. Se não houver alguém nos escutando, prestando atenção, construindo significado junto conosco quando contamos uma história, não há história! Contar histórias é, portanto, uma atividade co-construída pelos seus participantes. Adquirimos a linguagem inteiramente pela interação social e é através da nossa participação em atividades comunicativas com membros mais capazes, no nosso ambiente sociocultural, que aprendemos o que é necessário para fazer parte desse mesmo ambiente. Partindo do pressuposto de que a aquisição de linguagem, então, se dá através de interação social e que contar histórias é um evento social, co-construído pelos seus participantes, esta pesquisa observou como ocorre esse evento social em uma sala de aula de / Telling stories is part of our everyday lives. At home, at school, standing in line in a bank, in a doctor’s waiting room, there is always somebody who has a story to tell. What makes it possible for this social event to take place is the participation of both the narrator and the audience. If there is not somebody else listening, paying attention, constructing meaning with us when we tell a story, there is no story! Telling stories is, therefore, an activity co-constructed by its participants. According to Vygotsky, we learn a language entirely through social interaction and it is through our participation in communicative activities with more proficient members of our sociocultural background that we learn what it takes for us to be part of this social group. Assuming we learn a language through social interaction and telling stories is a social event, co-constructed by its participants, this research observed how this social event takes place in a foreign language classroom (English). The focus of this res

ABSTRACT Existing approaches to teaching `culture' in the realm of Distance foreign language (FL) instruction and gaps within; under-researched Computer Assisted Language Learning (CALL) tool of webquests; and Mediation in Sociocultural Theory (SCT) have all led to the following case study. This study was guided by the constructs of `culture' in FL instruction, Sociocultural Theory, and literature in CALL and Computer-Mediated Communication (CMC). This study examines how CMC-embedded webquests (asynchronous and synchronous CMC components built into webquests) developed online students' knowledge and understanding of German culture. Additionally, this study examines what mediating strategies (Lidz, 2002) were used by the online students of German in their asynchronous and synchronous online discussions of German culture, that were part of their CMC-embedded webquests' tasks. A web-based survey was administered to all students in an online German II course to elicit information about each student's past travels to Germany or other German-speaking countries and comfort level with various technologies. Based on their participation levels and the information elicited from this web-based survey, the online class was divided into groups of four, such that maximum variation was achieved in each group. Five such groups were formed with four students in each group. Two content-based CMC-embedded webquests were developed and created for this purpose and were administered over a period of four weeks, with two weeks for each content based CMC-embedded webquest. The first CMC-embedded webquest revolved around `Our Environment' or Umwelt, and the second was called `Germany, before and after the wall.' For each CMC-embedded webquests, the tasks included pre- and post CMC-embedded webquest essays, participation in discussion forums over a period of one week, and online chats. The guiding questions developed for each CMC component were separate. Based on the word count generated by each group, two groups (one with less than optimal and one with more than optimal levels of interaction) were chosen iteratively. In other words, pre- and post essays written by these eight participants, transcripts of asynchronous and synchronous online discussions with respective group members, transcripts of their online interviews, and field notes journal became the data sources for this multiple embedded qualitative case study (Yin, 2003). Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture. Apart from the cognitive benefits of this dynamic CALL tool, affective benefits included that students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed, and particularly found the web resources useful and videos engaging. More importantly, since all participants were distant learners of German, they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication. Results of collapsing all asynchronous and synchronous `e-turns' into Lidz' (2002) mediating strategies indicate that mediating strategies of `Sharing of Experiences,' `Affective Involvement,' and `Joint Regard' were higher for synchronous `e-turns.' This confirms that synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners (Carabajal, LaPointe, and Gunawardena, 2007). On the other hand, higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions. These results highlight the dynamic nature and potentiality of CMC-embedded webquests that can be especially useful to teach culture, an often neglected aspect of FL instruction, and the importance of creating groups and peer interaction in distance FL instruction. Additionally, findings of this study have implications on the purpose of the synchronous and asynchronous online discussions, culture model in FL instruction and design of CMC-embedded webquests.

本篇論文主要在探討漢語幼兒同儕的假裝遊戲中的後設溝通，研究問題如下：1. 孩童在社會性的假裝遊戲(social pretend play)中，會使用哪些後設溝通策略？ 2.當幼兒在建構共享意義(shared meaning)時，哪一個後設溝通策略會是最成功的？參與本研究的兩位女孩同分別為四歲及五歲，總共在她們的托兒所進行兩次錄影。本研究採用Giffin在1984年發表的後設溝通策略架構，總共包含七個分類：(1)直接演出 (enactment), (2) 另有動機的話語 (ulterior conversation), (3) 強調(underscoring), (4) 說故事(storytelling), (5) 提示(prompting), (6) 不言明的建構(implicit pretend structuring), and (7) 直接言明 (overt proposals to pretend)。另外，本研究再加入第八個分類：直接接受 (simple acceptance)。研究發現孩童在他們的社會性假裝遊戲中，最常使用的策略是提示(prompting)，接下來為另有動機的話語 (ulterior conversation)、直接演出 (enactment)、不言明的建構(implicit pretend structuring)。而使用時最可以成功建構分享意義的後設溝通策略已成功率高到低分別為直接接受(Simple acceptance)、強調(underscoring)、另有動機的話語(ulterior conversation)、提示(prompting)以及不言明的建構(implicit pretending structuring)。 / The purpose of the present study was to examine how young children metacommunicate to construct shared meaning in social pretend play. The two research questions were: a) what are the metacommunication strategies used in children’s social pretend play with peers? and b) when children work to construct shared meaning, which metacommunication strategy leads to a higher success rate for shared meaning construction? The study included two female participants, Dora and Sally, who were four and five years old respectively. Two recording sessions were conducted during break times at their day care center. The resulting natural speech data was transcribed for further analysis using the CHILDES format. Analysis was conducted using Giffin’s framework of metacommunication strategies, which defines seven categories: (1) enactment, (2) ulterior conversation, (3) underscoring, (4) storytelling, (5) prompting, (6) implicit pretend structuring, and (7) overt proposals to pretend. An eighth category, simple acceptance, was added for the present study. The results showed that the two participants engaged in a large amount of social pretend play, and metacommunication was found to be an on-going process, with one shared meaning developing gradually into the next. Prompting was the most frequently used metacommunication strategy during the play, followed by ulterior conversation, enactment, and implicit pretend structuring. In respect to the second research question, it was found that the metacommunication strategy with the highest rate of success in constructing shared meaning was simple acceptance (the newly added category), followed by underscoring, ulterior conversation, prompting, and implicit pretend structuring. It could be seen from the children’s social pretend play that the participants were developing their cognitive competence (e.g. symbolic thinking), linguistic competence (e.g. attending to others’ speech, producing logical and coherent responses), and social competence (e.g. taking turns, taking perspectives, trying to understand others’ emotions). Studying peer interactions is crucial for understanding what factors are universal in children’s thinking and development, and future studies with larger samples and with participants from more divergent backgrounds are needed in order to advance systematic research on the issues concerned.