Search Results for early-childhood-illustrations-shaping-social-interactions

London; Los Angeles, CA: SAGE Publications. O'Byrne, W.I., Stone, R. and White, M. (2018) 'Digital storytelling in early childhood: Student illustrations shaping social interactions.' Frontiers in Psychology, 9, 1800.

Author: Ruth Churchill Dower

Publisher: Jessica Kingsley Publishers

ISBN: 9781785926143

Category: Education

Page: 272

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Offering practical guidance on encouraging creativity in early childhood settings, this much-needed book highlights the importance of the arts and creativity for children's learning, critical thinking, social interaction and self-regulation. The book considers the impact of creativity on early brain development and discusses how to choose the right arts or creative approach for your children. Principles for creative curriculums, teaching, assessments and environments are provided and each chapter includes a 'practitioner toolkit' element, with reflective questions and practical strategies for implementing the learning from the chapter into daily practice.
2019-12-19 By Ruth Churchill Dower

Digital storytelling in early childhood: Student illustrations shaping social interactions. Frontiers in Psychology, 9, 1800. Outhwaite, L. A., Faulder, M., Gulliford, A., & Pitchford, N. J. (2019). Raising early achievement in math ...

Author: Stamatios Papadakis

Publisher: Springer Nature

ISBN: 9789811905681

Category:

Page:

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Digital storytelling in early childhood : Student illustrations shaping social interactions . Frontiers in Psychology , 9 , 1-14 . doi : 10.3389 / fpsyg . 2018.01800 O'Connor , J. , Jeanes , R. , & Alfrey , L. ( 2016 ) .

Author: Haas, Leslie

Publisher: IGI Global

ISBN: 9781799857716

Category: Language Arts & Disciplines

Page: 378

View: 432

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The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students.
2021-01-15 By Haas, Leslie

First International Conference, PLT 2022, Foggia, Italy, January 19–21, 2022, Revised Selected Papers Pierpaolo Limone ... Stone, R., White, M.: Digital storytelling in early childhood: student illustrations shaping social interactions.

Author: Pierpaolo Limone

Publisher: Springer Nature

ISBN: 9783031158452

Category: Computers

Page: 154

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This open access book constitutes the refereed proceedings of 1st International Workshop on Psychology, Learning, Technology, PLT 2022, Foggia, Italy, during January 2022. The 8 full papers presented here were carefully reviewed and selected from 23 submissions. In addition, one invited paper is also included. Psychology, Learning, ad Technology Conference (PLT2022) aims to explore learning paths that incorporate digital technologies in innovative and transformative ways and the improvement of the psychological and relational life. The conference includes topics about the methodology of application of the ICT tools in psychology and education: from blended learning to the application of artificial intelligence in education; from the teaching, learning, and assessment strategies and practices to the new frontiers on Human-Computer Interaction.
2022-08-23 By Pierpaolo Limone

Non-Linear and Interactive Storytelling for Children Book (2012) O'Byrne, W.I., Houser, K., Stone, R., White, M.: Digital storytelling in early childhood: student illustrations shaping social interactions. Front. Psychol.9.

Author: Nuno Martins

Publisher: Springer Nature

ISBN: 9783030897352

Category: Architecture

Page: 703

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This book reports on research findings and practical lessons featuring advances in the areas of digital and interaction design, graphic design and branding, design education, society and communication in design practice, and related ones. Gathering the proceedings of the 5th International Conference on Digital Design and Communication, Digicom 2021, held on November 4–6, 2021, in Barcelos, Portugal, and continuing the tradition of the previous book, it describes new design strategies and solutions to foster digital communication within and between the society, institutions and brands. By highlighting innovative ideas and reporting on multidisciplinary projects, it offers a source of inspiration for designers of all kinds, including graphic and web designers, UI, UX and social media designers, and to researchers, advertisers, artists, and brand and corporate communication managers alike.
2021-10-21 By Nuno Martins

Digital Technologies in Early Childhood Art 10 10 or shaping the unfolding interaction. In the research contexts of social semiotics and multimodality, two fundamental concepts – semiotic resources and affordances – have developed, ...

Author: Mona Sakr

Publisher: Bloomsbury Publishing

ISBN: 9781474271899

Category: Education

Page: 240

View: 765

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Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions.
2017-01-12 By Mona Sakr

The attitudes and practices that shape children's drawing experience at home and at school. ... Examining some myths in art education. Studies in Art Education, ... Artistic learning in early childhood: A study of social interactions.

Author: Christopher M. Schulte

Publisher: Springer

ISBN: 9783319706443

Category: Education

Page: 236

View: 822

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Reflecting contemporary theory and research in early art education, this volume offers a comprehensive introduction to new ways of thinking about the place of art, play, and aesthetics in the lives and education of young children. Enlivened by narratives and illustrations, 16 authors offer perspectives on the lived experience of being a child and discovering the excitement of making meaning and form in the process of art, play, and aesthetic inquiry.
2018-01-08 By Christopher M. Schulte

Co-authoring with semiotic tools For Vygotsky, as people interact they use a combination of particular 'tools' or 'signs' in ... signs within the abstract semiotic systems that organize them and that are used in social interactions.

Author: Brian Edmiston

Publisher: Routledge

ISBN: 9781134108473

Category: Education

Page: 224

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Through compelling examples, Brian Edmiston presents the case for why and how adults should play with young children to create with them a 'workshop for life'. In a chapter on 'mythic play' Edmiston confronts adult discomfort over children's play with pretend weapons, as he encourages adults both to support children's desires to experience in imagination the limits of life and death, and to travel with children on their transformational journeys into unknown territory. This book provides researchers and students with a sound theoretical framework for re-conceptualising significant aspects of pretend play in early childhood. Its many practical illustrations make this a compelling and provocative read for any student taking courses in Early Childhood Studies.
2007-10-08 By Brian Edmiston

Fast forward a few years. The idea that social interactions have an immense impact on infant brain development has gained momentum in brain research. More and more scientists have started to look into how nature and nurture are ...

Author: Isabella Sarto-Jackson

Publisher: Vernon Press

ISBN: 9781648894022

Category: Psychology

Page: 292

View: 651

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The human brain has a truly remarkable capacity. It reorganizes itself, flexibly adjusting to fluctuating environmental conditions – a process called neuroplasticity. Neuroplasticity provides the basis for wide-ranging learning and memory processes that are particularly profuse during childhood and adolescence. At the same time, the exceptional malleability of the developing brain leaves it highly vulnerable to negative impact from the surroundings. Abusive or neglecting social environments, as well as socioeconomic deprivation and poverty, cause toxic stress and complex traumas that can severely compromise cognitive development, emotional processing, self-perception, and executive brain functions. The neurophysiological changes entailed impair emotional regulation, lead to heightened anxiety, and afflict attachment and the formation of social bonds. Neuroplastic changes following severely adverse experiences are not something that a person grows out of and gets over. These experiences alter the neurobiological and biochemical makeup and cause people to live in an emotionally relabeled world in which the evaluation of any social cue, their behavior, cognition, and state of mind are biased towards the negative. Even more worrying, detrimental neurophysiological consequences are not limited to the traumatized individual but are often transmitted to subsequent generations through a process of social niche construction, thereby creating a vicious cycle. Thus, the making and breaking forces of the brain are epitomized by parents, alloparents, peers, and our socioeconomic niche. This book expounds on the formative role that the social environment plays in healthy brain development, especially during infancy, childhood, and adolescence. Based on scientific findings, the book advocates for bold measures and responsible stewardship to combat child abuse, maltreatment, and child poverty. By bringing together insights from neuroscience, evolutionary biology, and social education work, it lays out a fact-based, transdisciplinary endeavor that aims at rising to the societal challenge of providing a rewarding perspective to youth at risk. It will be a valuable resource for academics from social education, pedagogy, cognitive science, neuroscience, as well as professionals in the fields of social work, pedagogy, education, child welfare.
2022-04-05 By Isabella Sarto-Jackson

A third hypothesis - that distressing social interaction at work would be associated with increases in either mothers ... academic performance may directly , or indirectly , shape children's perceptions of their academic competence .

Author:

Publisher:

ISBN: MINN:30000010537748

Category: Education

Page:

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