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In this study, we attempt to exhibit the importance of the socio-cultural environment for the conceptualization of the dissolution of solids into liquids by 5 to 6 years old children. Through the organization and encouragement of conceptual play processes within every day educational reality in kindergarten, we examine whether children are able to form reasoning on dissolution, to recognize this phenomenon in their familiar environment as well as to search for processes that facilitate the ascertainment of materials’ solubility or dissolubility. In this article, we present data collected from conversations between two children in an urban-area kindergarten in Greece. The conversations were developed during the children’s conceptual play within the period of one week. The data were collected through recordings and field notes during semi-structured interviews. Qualitative data analysis exhibited that the social and cultural reality of children is dynamically present in their play and constitutes the source of development for young children’s thinking regarding the phenomenon of dissolution.
In this study, we attempt to exhibit the importance of the socio-cultural environment for the conceptualization of the dissolution of solids into liquids by 5 to 6 years old children. Through the organization and encouragement of conceptual play processes within every day educational reality in kindergarten, we examine whether children are able to form reasoning on dissolution, to recognize this phenomenon in their familiar environment as well as to search for processes that facilitate the ascertainment of materials' solubility or dissolubility. In this article, we present data collected from conversations between two children in an urban-area kindergarten in Greece. The conversations were developed during the children's conceptual play within the period of one week. The data were collected through recordings and field notes during semi-structured interviews. Qualitative data analysis exhibited that the social and cultural reality of children is dynamically present in their play and constitutes the source of development for young children's thinking regarding the phenomenon of dissolution.
International Journal of Research in Education Methodology
What would happen if we strew sugar in water or oil? Predictions and drawings of pre-schoolers.2014 •
European Journal of Education Studies
PLAY WITHIN THE KINDERGARTEN CURRICULUM OF GREECE: A COMPARATIVE STUDY ON KINDERGARTEN EDUCATORS AND UNIVERSITY STUDENTS2020 •
Play is a dominant activity towards children's development and learning and its significance as an educational means is widely acknowledged. However, regardless its importance, investigational data show that current Curricula do not rely on emphasizing in play at the degree they should. This study was conducted during the 2018 School Year investigating on views of Kindergarten Educators (N:100) of the Epirus Region and Senior Students at the Department Of Early School Education of the University of Ioannina (N:100) regarding play during the Kindergarten's educational process according to the Greek Analytical preschool education Curriculum. The importance of play within the Curriculum was clearly demonstrated. Educators, however, trivialize School-Family collaboration concerning play while Students deem it as substantial, comprehend the benefits free-style team play poses on learning, being thus amenable on implementing it within the school Curriculum. Students and Educators consider teachers and pupils should co-determine on scholastic play activities. Finally, the study accentuates the training of Greek Educators, to aim at better utilization of play during the educational process.
La représentation des propriétés et des phénomènes du monde physique existe dès le début de la vie, comme une donnée première de la réalité. Dans plusieurs recherches centrées sur les représentations des enfants on trouve que ces représentations jouent un rôle décisif à l'enseignement et sont souvent incompatibles au modèle scientifique. Cet article présente les résultats d'une recherche empirique sur les représentations des petits enfants pour la fusion et la solidification du sel. L'échantillon de l'étude est composé de 359 élèves grecs de 5 à 14 ans, partagés en quatre groupes d'âge. Les données ont été recueillies dans le cadre élargi, de type ouvert, semi-structurés conversations individuelles entre d'enfants de l'échantillon et d'un chercheur. Les résultats des entretiens montrent que ces enfants utilisent différentes catégories des représentations, dominées pour la majorité par la nature de la substance que nous étudions. Abstract: The representation of the properties and phenomena of the physical world exists from the beginning of life, as a first datum of reality. In several studies focused on children's representations, we find that these representations are critical to education and are often incompatible with the scientific model. This article presents the results of an empirical research on the representations of children for melting and solidification of i AN APPROACH TO THE REPRESENTATIONS OF CHILDREN FROM 5 TO 14 YEARS ON THE FUSION AND SOLIDIFICATION OF SALT Konstantinos Ravanis UNE APPROCHE DES REPRÉSENTATIONS DES ENFANTS DE 5 À 14 ANS SUR LA FUSION ET LA SOLIDIFICATION DU SEL European Journal of Education Studies-Volume 3 │ Issue 4│ 2017 224 salt. The research sample consisted of 359 Greek students 5 to 14 years, divided into four age groups. Data were collected through expanded, open type, semi-structured individual conversations between a child of the sample and one researcher. The results of the interviews show that these children use different types of representations, the majority dominated by the nature of the substance under study.
Journal of Baltic Science Education
Preschool children’s mental representations of cloudsLa représentation des propriétés et des phénomènes du monde physique existe dès le début de la vie, comme une donnée première de la réalité. Dans plusieurs recherches centrées sur les représentations des enfants on trouve que ces représentations jouent un rôle décisif à l’enseignement et sont souvent incompatibles au modèle scientifique. Cet article présente les résultats d’une recherche empirique sur les représentations des petits enfants pour la fusion et la solidification du sel. L’échantillon de l'étude est composé de 359 élèves grecs de 5 à 14 ans, partagés en quatre groupes d’âge. Les données ont été recueillies dans le cadre élargi, de type ouvert, semi-structurés conversations individuelles entre d’enfants de l'échantillon et d'un chercheur. Les résultats des entretiens montrent que ces enfants utilisent différentes catégories des représentations, dominées pour la majorité par la nature de la substance que nous étudions. The representation of the properties and phenomena of the physical world exists from the beginning of life, as a first datum of reality. In several studies focused on children's representations, we find that these representations are critical to education and are often incompatible with the scientific model. This article presents the results of an empirical research on the representations of children for melting and solidification of salt. The research sample consisted of 359 Greek students 5 to 14 years, divided into four age groups. Data were collected through expanded, open type, semi-structured individual conversations between a child of the sample and one researcher. The results of the interviews show that these children use different types of representations, the majority dominated by the nature of the substance under study.
2014 •
European Journal of Education Studies
STUDENT DISAFFECTION: TEACHERS’ PERSPECTIVES ON DISAFFECTION CHARACTERISTICS AND FREQUENCY IN PRESCHOOL SETTINGS2019 •
European Journal of Education Studies
FACTORS ASSOCIATED WITH THE SUCCESSFUL TRANSITION TO PRIMARY SCHOOL2019 •
Proceedings ISCAR
Change Laboratory on STEAM Subjects for an inclusive framework2019 •
European Journal of Special Education Research
ACQUISITION OF SKILLS WITHIN CLASSES OF INCLUSIVE EDUCATION PRIOR TO ENTERING THE ELEMENTARY GREEK SCHOOL2019 •
29 th EECERA ANNUAL CONFERENCE
Early childhood practicum as a place for transformation of early childhood students' conceptions of teaching and learning2019 •
European Journal of Education Studies
THE CULTIVATION OF MUSICAL INTELLIGENCE AND ITS CONTRIBUTION TO CHILD'S DEVELOPMENT -A DIGITAL MUSIC LESSON IN KINDERGARDEN WITH PARENTS' INPUT2020 •
European Journal of Social Sciencies Studies
PLANNING AND EVALUATING THE EDUCATIONAL PROCESS OF PLAY WITHIN GREEK PRESCHOOL LEARNING ENVIRONMENTS - A COMPARATIVE STUDY ON PRESENT AND FUTURE EDUCATORS2020 •
2019 •
European Juran of Educational Studies
HUMAN RIGHTS AND VALUES: INTRODUCTION, STRUCTURE AND APPLICATION OF A PHYSICAL EDUCATION PROGRAM PROMOTING THE CONCEPTS OF "RESPONSIBILITY, RESPECT" AND MOTOR SKILLS PERFORMANCE IN SIX-YEAR-OLD CHILDREN2018 •
European Journal of Social Sciences Studies
CHILDREN'S DIFFICULTIES IN TRANSITION TO PRIMARY SCHOOL IN GREECE2019 •
Educational Journal of the University of Patras UNESCO Chair
Approaching change of state in early childhood education: the design of a teaching intervention based on storytelling2019 •
Malta Review of Educational Research
A Paradigm Paralysis? Boys and Early Literacy Learning in Three Maltese State Schools2019 •
Early Child Development and Care
Preschool and home partnerships in Sweden, what do the children say2019 •
European Journal of Special Education Research
CO-EDUCATIONAL FACTORS OF TYPICALLY AND NON-TYPICALLY DEVELOPED CHILDREN WITHIN THE GREEK GENERAL KINDERGARTEN AND ELEMENTARY SCHOOLInternational Journal of Children’s Spirituality
Spirituality and Humour: Making connections for Early Childhood Education2017 •