Child Interaction: Perspectives, Activities and Outcomes

$230.00

Director of the Pedagogical and Educational Methodology Laboratory https://earlychildhoodpedagogy.gr/en/
Director of the Postgraduate Program in “Early Childhood Education”

Series: Education in a Competitive and Globalizing World

BISAC: EDU000000

Target Audience: Preschool teachers and primary school teachers  (pre-service, in-service and veteran educators of all levels), educators, undergraduate, graduate, postgraduate students, anyone interested in education.

Today there is growing scientific and research interest in the study of child interactions and their importance in development, learning and well-being. Research interest in this field is fueled by timeless documentation that children who come to kindergarten with a developed ability to interact with their peers, have more positive attitudes towards school, gain higher performance in cognitive subjects and adapt more quickly to new experiences. In fact, modern research shows that participation in high-quality education and training programs during childhood has a positive impact on academic achievements in school, reduces the risk of school repetition and reduces the need for intervention for social or special educational reasons. Child interaction and the acquisition of basic social skills begins early, from early childhood and is shaped over time, provided that children are given the opportunity to acquire them.

The authors of this collective volume, with many years of personal experience, document with scientific validity the importance of interaction in childhood, through perspectives, activities and outcomes, many of which seem simpler than they are, yet practice much greater impact on children’s lives than it may initially seem.

In this book, the authors offer teachers new visions and perspectives to upgrade and improve his/her practices, in order to contribute decisively to the development and learning of children. However, as the pages of this book have shown, these new perspectives are created when we are able to listen to and respect children as capable participants in the pedagogical process and when their views are dealt with responsibly and fairly.

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Table of Contents

Preface

Chapter 1. Children’s Interaction: Theoretical Considerations, Research Issues, Challenges and Perspectives
(Maria Sakellariou – Department of Early Childhood Education, University of Ioannina, Ioannina, Greece)

Chapter 2. Contribution of Play in the Interaction among Pre-School Age Children: An Example in a Greek Kindergarten
(Maria Sakellariou and Maria Banou – Department of Early Childhood Education, University of Ioannina, Ioannina, Greece)

Chapter 3. Degrees of Freedom in Collective Play: How Different Institutions Create Diverse Conditions for Young Children’s Interactions
(Glykeria Fragkiadaki, Marilyn Fleer and Prabhat Rai – Conceptual PlayLab, Faculty of Education, Monash University, Frankston, Victoria, Australia)

Chapter 4. Social Interactions for Children on the Autism Spectrum: An Exploration of Parent, Sibling, and Peer Relationships
(Kathryn E. Parisi, Ayla R. Mapes, and Lauren B. Quetsch – Department of Psychological Science, University of Arkansas, Fayetteville, AR, US)

Chapter 5. Enhancing Interaction through the Implementation of Differentiated Instruction in Pre-School and School Age: A Case Study
(Maria Sakellariou, Polyxeni Mitsi and Panagiota Strati – Department of Pre-School Education, University of Ioannina, Ioannina, Greece)

Chapter 6. Educational Cultural Workshops for Children Aged 3–5 from Diverse Cultural Backgrounds at Early Childhood Education and Care (ECEC) Facilities: A Framework of Practice of the Erasmus+ 2018 Strategic Partnership Project EDUCLAB (Education and Digital Cultural Laboratory)
(Loizos Symeou, Elena Stylianou, Chrystalla Papademetri, Sophia Hadjipapa and Georgia Petroudi – European University Cyprus, Nicosia, Cyprus)

Chapter 7. The Anatomy of Teacher Students’ Questioning and Feedback Image in Greek Kindergarten Classrooms and the Effect of Applied Teaching Approach
(Efthymia Gourgiotou – Department of Preschool Education, University of Crete, Rethymno, Greece School of Education, University of Nicosia, Cyprus)

Chapter 8. The Contribution of Primary School Students’ Interaction with Visual Representations in Additive Problem Solving
(Iliada Elia – Department of Education, University of Cyprus, Nicosia, Cyprus)

Chapter 9. Interaction and Social Relationships during the Transition from Kindergarten to Elementary School: A Case Study in Greece
(Maria Sakellariou, Panagiota Strati and Polyxeni Mitsi – Department of Pre-School Education, University of Ioannina, Ioannina, Greece)

Chapter 10. Grandparenting Children with and without Special Educational Needs: The Role of Familial Interactions
(Maria Kypriotaki and Ekaterina Kornilaki – Department of Preschool Education, University of Crete, Rethymno, Greece)

Chapter 11. Using the Dynamic Model of Educational Effectiveness to Identify Stages of Effective Teaching and Assessment
(A. Dimosthenous and L. Kyriakides – Department of Education, University of Cyprus, Cyprus)

Chapter 12. Diversity and Child Interactions in the Early Childhood Curriculum of Ireland
(Evanthia Synodi – Department of Preschool Education, University of Crete, Rethymno, Greece)

Chapter 13. Beliefs and Intentions of Greek Educators on the Role of Play Regarding Interaction within Pre-School and School Environments
(Maria Sakellariou and Maria Banou – Department of Early Childhood Education, University of Ioannina, Ioannina, Greece)

Index

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