2024-03-28T13:54:28Z
http://libjournals.mtsu.edu/index.php/ijwc/oai
oai:ojs.pkp.sfu.ca:article/599
2019-11-12T12:02:49Z
ijwc:ART
Playing Around in Science: How Self-Directed Inquiry Benefits the Whole Child
Stone, Brian
whole child
self-directed
inquiry
child development
Children of all ages who have the opportunities, time, and materials to explore science content in a self-directed manner will develop higher level understandings, and demonstrate more sophisticated approaches to science. A vast and growing body of research supports the academic benefits of self-directed or authentic scientific inquiry, which is defined as a line of questioning that belongs to the individual (Llewellyn, 2011; Akerson, Hanson, & Cullen, 2007; Cacciamani, 2010; Eick, Meadows, and Balkcom, 2005). Embedded within a child’s distinctive ownership of the inquiry process is a highly beneficial, yet often overlooked aspect, and that is the child’s choice to engage in play. Playing around in science presents children with opportunities to think creatively and divergently, to solve problems in innovative ways, and to develop a unique scientific identity. Llewellyn (2011) states that children learn about the world through exploration, “play, creativity, curiosity, and wonderment” (p. 63). Play in science extends far beyond promoting academic understandings. In fact, when a child engages in play activities while simultaneously undertaking inquiry processes, the child can also choose to participate in social/collaborative scientific endeavors. Furthermore, emotional development and connections can be made when children play around with science content. Also, since play activities typically involve movement, children are actively occupied in physical representations that can also make concepts concrete for better understanding. Play in science promotes comprehension, but it also provides opportunities for children to become socially, physically, emotionally, and even culturally involved. This article will discuss the benefits of play in science to the whole child as well as some of the obstacles that diminish or extinguish play behaviors and scientific exploration.
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/599
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child; 1-10
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/599/544
Copyright (c) 2016 Brian Stone
oai:ojs.pkp.sfu.ca:article/600
2019-11-12T12:02:49Z
ijwc:ART
Conversations in an 8th –Grade ELA Classroom: Spaces Where Young Adolescents Can Construct Identities
Reeb-Reascos, Kathleen
English Language Arts
education
identity
adolescents
The public discourse surrounding English Language Arts (ELA) education in the United States imitates the ongoing debate over state standards and high-stakes testing (Anagnostopoulos, 2003). Since the inception of No Child Left Behind and the subsequent integration of the Common Core State Standards, a paradigm shift toward accountability and the “quantifying of ability” (Beach, Campano, Edmiston & Borgmann, 2010, p. 8) has fostered “a remedial and deficit-based approach to teaching” (Beach, et. al., 2010, p. 8). This prescriptive approach prioritizes the “basic skills” of reading comprehension and technical writing composition and dissuades the integration of logical reasoning, critical thinking, creative expression, text synthesis, information analysis, posing and solving problems, communication, collaboration and reflection (Beach, et. al., 2010; Calkins, Ehrenworth, & Lehman, 2012). Lacking the opportunities to utilize these skills or explore in the ELA classroom, students experience teaching and learning devoid of meaning, empowerment and creativity, which has become associated with widespread student disengagement and superficial instructional practices (Alsup, 2010; Beach, et. al., 2010; Cunningham, 2001; Ivey & Johnston, 2013).Considering the push to take constructive exploration out of ELA curricula in favor of technical skill building, it is necessary to question of what students are being deprived when they are denied the opportunity to engage in, and make meaning from, discursive literary work. The current study looks to an ELA classroom that has remained committed to authentic discourse and literary exploration for their potential benefits to young adolescents. Specifically, this study investigates the following research questions: How do young adolescents talk about identity in conversations about literary texts in an 8th-grade ELA classroom?What discussion mechanisms do young adolescents use in conversations about identity in classroom conversations?
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/600
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child; 11-29
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/600/545
Copyright (c) 2016 Kathleen Reeb-Reascos
oai:ojs.pkp.sfu.ca:article/601
2019-11-12T12:02:49Z
ijwc:ART
Examining the Precepts of Early Childhood Education: The Basics or the Essence?
Sharp, L. Kathryn
early childhood educators
early childhood education
learning
development
The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/601
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child; 30-38
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/601/546
Copyright (c) 2016 L. Kathryn Sharp
oai:ojs.pkp.sfu.ca:article/603
2019-11-12T12:02:49Z
ijwc:Spotlight
Puddle Ponderings
Lozon, Criselda
whole child
curriculum
education
Spotlight on Real-World Practice
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/603
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child; 40-41
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/603/548
Copyright (c) 2016 Criselda Lozon
oai:ojs.pkp.sfu.ca:article/604
2019-11-12T12:02:49Z
ijwc:Editors
Table of Contents
Editors, IJWC
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/604
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/604/542
Copyright (c) 2016 IJWC Editors
oai:ojs.pkp.sfu.ca:article/605
2019-11-12T12:02:49Z
ijwc:Editors
Introduction
Editors, IJWC
whole child
For the spring of 2016, the International Journal of the Whole Child (IJWC) editorial team proudly announces publication of the first volume of the journal. Typically, IJWC includes the Introduction, three manuscripts, Pictures for Reflection, and the Spotlight on Real-World Practice.
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/605
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child; i-iii
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/605/543
Copyright (c) 2016 IJWC Editors
oai:ojs.pkp.sfu.ca:article/606
2019-11-12T12:02:49Z
ijwc:Pictures
Pictures for Reflection
Pictures for Reflections, IJWC
Pictures for Reflection
International Journal of the Whole Child
2016-04-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/606
International Journal of the Whole Child; Vol. 1 No. 1 (2016): International Journal of the Whole Child; 39
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/606/547
Copyright (c) 2016 IJWC Pictures for Reflections
oai:ojs.pkp.sfu.ca:article/716
2019-11-12T12:02:49Z
ijwc:ART
Are Korean Early Childhood Teachers Becoming More Responsive to Multicultural Children? An Analysis of Diversity Self-efficacy Data From the Korean Institute of Child Care and Education (KICCE) Survey
Park, Sungok R.
Hoot, James
Shin, Hyejin
Korea is in transition toward becoming a multicultural society. This study assessed progress in the preparedness of Korean teachers to address diversity issues in this rapidly changing society. Analysis of diversity data from a 2011 national survey suggests that progress is being made toward making teachers more aware of developmental needs of diverse children. Moreover, data suggests that teaching experience, closer teacher-child relationships, and awareness of recent standardized curriculum may play a role in higher levels of diversity self-efficacy of early childhood educators. This study concludes with policy recommendations.
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/716
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; 1-12
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/716/622
Copyright (c) 2016 Sungok R. Park, James Hoot, Hyejin Shin
oai:ojs.pkp.sfu.ca:article/719
2019-11-12T12:02:49Z
ijwc:ART
Considering Instructional Appropriateness of Technology Integration into Early Childhood Education
Smith, Shaunna
Burrow, Lauren
Fite, Kathy
Guerra, Laurie
In a research context, the very nature of how one defines technology and technology integration into an early childhood (EC) classroom takes on different meanings that can complicate the national discussion. In an early childhood education (ECE) context, there are multiple concerns about technology integration that go beyond access and classroom management of student use. McMannis, Nemeth, and Simon (2013) point out that lack of research on technology integration in EC classrooms could be contributing to common misconceptions in the discussions about affordances and translation of theory into practice.In order to keep with the changing educational landscape of preparing pre-service teachers (PSTs) to effectively integrate technology into classrooms, institutions of higher education have previously required standalone educational technology courses. However, due to changing accreditation requirements or programmatic restructuring, there is migration toward the elimination of the standalone course in favor of technology integration into methods and content courses.Technology integration in an EC classroom is critical to prepare and provide students with the evolving 21st-century skills that are recommended and essential for operational success in a technology-reliant society. While technology standards for both students and teachers (ISTE Standards, 2008) have been identified, standards for teacher educators who model initial knowledge and application necessary for PSTs to carry out those standards are still in development. Without national standards and with many teacher education programs no longer providing a specific course on technology integration to instruct PSTs on how to navigate working, learning, and teaching in an increasingly connected digital society, the questions then become --- What do PSTs know and believe about ECE technology integration? How well are instructors effectively modeling the knowledge PSTs need? And, if there is no room in programs for a standalone technology integration course, what messages about technology integration are PSTs receiving and how is instructionally appropriate technology integration being modeled by faculty instruction?
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/719
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; 13-29
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/719/623
Copyright (c) 2016 Shaunna Smith, Lauren Burrow, Kathy Fite, Laurie Guerra
oai:ojs.pkp.sfu.ca:article/720
2019-11-12T12:02:49Z
ijwc:Tech
A Book Review of J.D. Kirylo’s “Teaching with Purpose: An Inquiry into the Who, Why, and How We Teach”
Fite, Kathleen
What does it mean to teach with purpose? In this book, Kirylo carefully guides his readers on a journey of inquiry and discovery to learn more about the who, why, and how teachers teach. His goal is to underscore what it means to be a teacher; to present critical aspects that intersect the teaching and learning process; and, to acknowledge the numerous considerations teachers deliberate through when teaching.
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/720
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; 30-32
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/720/624
Copyright (c) 2016 Kathleen Fite
oai:ojs.pkp.sfu.ca:article/721
2019-11-12T12:02:49Z
ijwc:Pictures
Digging in the Dirt
Affilate, IJWC
Two photographs capture a child’s total involvement while their playing in the dirt. Titled, Digging in the Dirt is Serious Business, the descriptive cutline provides insight for readers on what learning is actually occurring. After reflecting upon these many learning possibilities, classroom teachers will insist on creating an area for dirt and mud play for their students.
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/721
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; 33
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/721/619
Copyright (c) 2016 IJWC Affilate
oai:ojs.pkp.sfu.ca:article/722
2019-11-12T12:02:49Z
ijwc:Etc
The Halloween Holiday: A Time for Community Celebration
Best, Claudia
As the glorious season of autumn unfolds before us, communities, schools, families and most importantly, children begin to prepare for the arrival of Halloween. It is interesting to examine the various ways that school philosophy and policy differ as districts prepare for this holiday. Many school districts decided to regard this holiday as just another traditional school day due to high stakes testing and accountability. However, for nearly 40 years, a school district in Western New York has used this holiday to highlight their students in a celebration shared with the entire school and town community.
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/722
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; 34-35
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/722/620
Copyright (c) 2016 Claudia Best
oai:ojs.pkp.sfu.ca:article/723
2019-11-12T12:02:49Z
ijwc:Etc
Growing up Healthy: From the Farm to the Cafeteria
Setser, Tylar
As a FoodCorps Member in Mississippi, my responsibilities included grant writing, school garden development, and educational outreach. In particular, I coordinated with local farmers and local District Nutrition Directors to source local produce into school cafeterias. The benefits for children are extraordinary including describing healthy choices, identifying new fruits and vegetables, and introducing different nutritious recipes and food preparations. The following discussion provides teachers with information to secure fresh, local produce on behalf of the health of all children. Building on my experiences and those of my colleagues, the following guidelines provide a map to creating a “culture of food appreciation”.
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/723
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; 36-37
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/723/621
Copyright (c) 2016 Tylar Setser
oai:ojs.pkp.sfu.ca:article/724
2019-11-12T12:02:49Z
ijwc:Editors
Introduction
Editors, IJWC
In the Fall IJWC 2016 publication, three manuscripts provide teachers with information and insight toward improving appropriate and effective instruction for diverse groups of children. Viewing Pictures for Reflection, readers discover how engaging, intellectual, and academic dirt truly can be. In the segment titled Etc., two authors describe ways in which schools directly linked with their communities in partnerships.
International Journal of the Whole Child
2016-11-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/724
International Journal of the Whole Child; Vol. 1 No. 2 (2016): International Journal of the Whole Child; i-ii
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/724/625
Copyright (c) 2016 IJWC Editors
oai:ojs.pkp.sfu.ca:article/801
2019-11-12T12:02:49Z
ijwc:ART
Chinese Migrant Children in Crisis
Xiang, Yajuan
Li, Miao
Berridge, Gina
With the increasing population of Chinese migrant children in China and the call for addressing educational equity and revising education goals on behalf of the whole child, research indicates that those children experience various challenges regarding their education and well-being including unequal access to education, low quality of education, discrimination, social anxiety, and depression. Thus, this article explores institutional-, school-, and family-level factors to understand how migration might create threats for Chinese migrant children. It is believed that government, community, school, and family have unintentionally formed an intertwined and complex dynamic where the development and education of migrant children is compromised. It is the authors’ hope to raise awareness to the academic and practical arenas of both the educational plight and living conditions of Chinese migrant children.
International Journal of the Whole Child
2017-04-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/801
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 6-15
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/801/645
Copyright (c) 2017 Yajuan Xiang, Miao Li, Gina Berridge
oai:ojs.pkp.sfu.ca:article/802
2019-11-12T12:02:49Z
ijwc:ART
Literacy and Education as Correlates to National Stability and Human Development
Burriss, Larry
Statistical analysis of existing databases across nearly 200 countries dealing with national/human development (2 databases) and literacy/education policy (4 databases) shows high correlation between literacy and national development. Correlations were highest between national literacy scores and human/national development. Correlations were lowest, indeed in some cases slightly negative, when comparing percentage of gross national product spent on education with literacy and education. The analyses indicate countries with higher literacy and better education policies tend to have improved human development and national stability. Money spent on education seemed not to be a deciding factor.
International Journal of the Whole Child
2017-04-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/802
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 16-25
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/802/646
Copyright (c) 2017 Larry Burriss
oai:ojs.pkp.sfu.ca:article/803
2019-11-12T12:02:49Z
ijwc:ART
Music in the Classroom
Blackburn, Heather
In order to maximize children’s learning environment, this article describes how classroom teachers may introduce different types of music into the daily classroom schedule; current findings indicate music contributes to students’ learning. This discussion identifies several different kinds of music and further describes how classroom teachers and children may benefit from listening to music as background for learning.
International Journal of the Whole Child
2017-04-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/803
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 26-33
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/803/647
Copyright (c) 2017 Heather Blackburn
oai:ojs.pkp.sfu.ca:article/804
2019-11-12T12:02:49Z
ijwc:Pictures
Pictures for Reflection
IJWC, IJWC Pictures for Reflections
For the toddler, the world is a place of adventure, exploration, and wonder. Adults provide children with a variety of risk-free opportunities to experience different materials, textures, elements, ingredients, objects, and tools. Young children come to know their world by touching, manipulating, lifting, dropping, and throwing. Sometimes, children experience by tasting; watchful adults are close-by to guide safe exploration.
International Journal of the Whole Child
2017-04-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/804
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 34-35
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/804/648
Copyright (c) 2017 IJWC Pictures for Reflections IJWC
oai:ojs.pkp.sfu.ca:article/805
2019-11-12T12:02:49Z
ijwc:Tech
Solar Eclipse Safety
Burriss, Larry
Dr. Larry L. Burriss, B.A., M.A., M.A., Ph.D., J.D., LtCol USAF, is a professor in the College of Media and Entertainment at Middle Tennessee State University. He is a strong advocate for First Amendment freedoms and particularly interested in issues related to media and national security.
International Journal of the Whole Child
2017-04-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/805
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 36-37
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/805/649
Copyright (c) 2017 Larry Burriss
oai:ojs.pkp.sfu.ca:article/807
2019-11-12T12:02:49Z
ijwc:Etc
Panama Moments
Nelson, Hilary
Hilary Nelson is currently teaching at the Marin Preparatory School in San Francisco, California. Her reflections on teaching in a multiage school in Panama highlights the roles choice, interest, and Project Based Learning have in exploratory, experiential learning.
International Journal of the Whole Child
2017-04-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/807
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 38-43
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/807/650
Copyright (c) 2017 Hilary Nelson
oai:ojs.pkp.sfu.ca:article/814
2019-11-12T12:02:49Z
ijwc:Editors
Introduction: From the Editors
Burriss, Kathy
International Journal of the Whole Child
2017-06-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/814
International Journal of the Whole Child; Vol. 2 No. 1 (2017): International Journal of the Whole Child; 3-5
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/814/654
Copyright (c) 2017 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1001
2019-11-12T12:02:49Z
ijwc:ART
Childrearing Experiences in Cross-national Families
Xiang, Yajuan
Colson, Tori
Cross-national family is an understudied group. Research on this group tended to focus on the challenges confronted by the couples in marital conflicts impacted by the unique stressors within the family including: place of residence, disparate language and cultural differences, societal attitudes and extended families and friends. A relatively small proportion of the literature has focused on multicultural parenting experiences which has been recognized as a turning point for increasing conflicts within couples. Thus, this qualitative study examined 82 participants through surveys and selected interviews to understand how the unique stressors might impact their childrearing experiences. Results stated parents’ perceptions on their cross-national marriages and multicultural parenting experiences. Moreover, those unique stressors impacted parenting beliefs, practices, parent-child relationships, and received social support by bringing challenges and opportunities. Place of residence, language issues, extended families and friends were found to be cultural medium influencing multicultural parenting experiences among cross-national families.
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1001
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 4-18
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1001/905
Copyright (c) 2018 Yajuan Xiang; Tori Colson
oai:ojs.pkp.sfu.ca:article/1074
2019-11-12T12:02:49Z
ijwc:Etc
Teaching Sustainable Practices as Part of a Holistic Education in the Saudi Context
Alghamdi, Ahlam Abdullah
Ernest, James M
Hafiz, Fatimah
The need for humans to take responsible actions to sustain a sufficiently resourced world for younger generations has become an important issue. Caring about our children’s future lives can be best supported through providing high quality education that encourages children to positively engage in creating a sustainable future. Transformative teaching advocates for a positive change in the world and fits well with the principals of sustainable development. Among many approaches to educating young children, using developmentally appropriate practices (DAP) involves children in reflective decision-making and and can encourage them to take actions for a sustainable society. As DAP relies on three core considerations of age, individual, and cultural appropriateness (Copple & Bredekamp, 2009), the suitability of a set of practices is relative to different situations, cultures, and belief systems. As part of bridging cultural differences among early childhood education and the global community, this paper will shed a light on an example of focusing on sand and water as part of a Saudi Arabian experience of educating young children.
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1074
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 42-52
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1074/910
Copyright (c) 2018 Ahlam Abdullah Alghamdi, James M Ernest, Fatimah Hafiz
oai:ojs.pkp.sfu.ca:article/1084
2019-11-12T12:02:49Z
ijwc:Editors
Introduction
Burriss, Kathy
International Journal of the Whole Child
2017-11-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1084
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 1-3
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1084/890
Copyright (c) 2017 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1089
2019-11-12T12:02:49Z
ijwc:ART
Teachers’ Perspectives on Language Assessment and Effective Strategies for Young English Language Learners in Florida
Szecsi, Tunde
Lashley, Tara
Nelson, Sydney
Sherman, Jill
This article reports on the findings of an empirical study that examined elementary school teachers’ views about the English language learners’ (ELLs) program placement assessment, and progress assessment. Specifically, the interviews in the study explored teachers’ perspectives on the effectiveness of these assessments and the connection between language assessment and curricular decisions. In addition, classroom observations were conducted to gain insights into language strategies that these teachers used to promote better teaching and learning for ELLs. In this article, an overview of the current assessment system for ELLs in Florida is provided, then the findings regarding the value of assessment are discussed as well as effective teaching strategies. The article concludes with implications for teachers, teacher educators and school district personnel.
International Journal of the Whole Child
2017-11-14
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1089
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 18-28
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1089/887
Copyright (c) 2017 Tunde Szecsi, Tara Lashley, Sydney Nelson, Jill Sherman
oai:ojs.pkp.sfu.ca:article/1090
2019-11-12T12:02:49Z
ijwc:ART
Gender Equity in Diverse Curriculum Content: Views from Primary Teachers in Tanzania
Essary, Jessica
Hoot, James
While rhetoric concerning gender equity is beginning to emerge in many African nations, a dearth of research examines the status of gender equity in actual Sub-Saharan African classrooms. The purpose of this study was to explore teacher views of gender equity pertaining to primary grade boys and girls. Data were collected using the Teacher Attitudes Survey (TAS) (Anderson, 2005). This instrument was administered to 137 randomly selected Tanzanian primary grade teachers. Findings suggest significant differences exist in what teachers perceive to be important for boys and girls to learn when the curriculum is broken down by subject. Discussion of findings provides suggestions for future international comparative research on gender equity in African classrooms.
International Journal of the Whole Child
2017-11-14
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1090
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 4-17
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1090/888
Copyright (c) 2017 Jessica Essary, James Hoot
oai:ojs.pkp.sfu.ca:article/1091
2019-11-12T12:02:49Z
ijwc:ART
Teaching Sustainable Practices as Part of a Holistic Education in the Saudi Context
Alghamdi, Ahlam
Ernest, James
Hafiz, Fatimah
Children of every culture love to hear stories about their heritage. Storytelling creates shared experiences through the combination of time and space (Langellier, 2011). Educators and parents often use storytelling to explore characters, plot, setting, conflict, and resolution or other key elements of a story. From a more holistic view, storytelling is a teaching tool that is a natural way to teach about the environment and ethical and moral obligations to each other; it has the potential to create a social process that supports cultural survival (Rankin, Hansteen-Izora, & Packer, 2007). Storytelling can help maintain a sustainable culture, which is a basic element of a sustainable society (Abdul-Malik, 2012). Supplementing traditional benefits of storytelling, many activities and routines in early childhood lend themselves to broader discussions of sustainability. In this article, we will share an example of how sand and water activities have been used to support sustainable environments in Saudi Arabia. To do this, we explore how transformative and developmentally appropriate activities fit within a Saudi early childhood context, and provide examples of experiences that support a whole child approach to education.
International Journal of the Whole Child
2017-11-14
info:eu-repo/semantics/article
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1091
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 29-40
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1091/889
Copyright (c) 2017 Ahlam Alghamdi, James Ernest, Fatimah Hafiz
oai:ojs.pkp.sfu.ca:article/1092
2019-11-12T12:02:49Z
ijwc:Pictures
Pictures for Reflection
Burriss, Kathy
As children grow older, they are more cognitively mature and better able to participate in group games and team sports. Unlike younger children, older children understand and follow the rules, recognize their strengths, and focus on areas requiring practice. Older children are better able to communicate, negotiate, and compromise. As adults support children’s participation in group games and team sports, they continue to be aware, not only of age, but stages as well. Children develop differently and despite ages, some children may be more physically able, socially competent, or emotionally mature than others. Adults are watchful to ensure children can participate and develop in a safe context without fear of bullying.
International Journal of the Whole Child
2017-11-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1092
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 41
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1092/891
Copyright (c) 2017 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1093
2019-11-12T12:02:49Z
ijwc:Tech
Today’s Classroom Accessibility
Burgess, Bill
What do we, as teachers, do or think when we find out that a student with a disability will be in our class? Hopefully, we celebrate the diversity that this will add to our classroom culture, but if you are unfamiliar with particular differences (hearing, vision, motor, or learning disabilities), you may be uncertain about this unknown. Here are a few thoughts to support your efforts to maintain a just and equitable classroom learning environment.
International Journal of the Whole Child
2017-11-14
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1093
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 42-44
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1093/892
Copyright (c) 2017 Bill Burgess
oai:ojs.pkp.sfu.ca:article/1094
2019-11-12T12:02:49Z
ijwc:Etc
The Nitty, Gritty of Sand Play
Giles, Rebecca M.
Tunks, Karyn W.
According to Maria Montessori, “There is only one substance that the modern child is allowed to handle quite freely, and that is sand” (Montessori, 1967, p. 168). Sand is accessible throughout the world and is one of the few granular materials that does not readily decompose. As an open-ended, sensory motor activity, sand play is highly compatible with the explorative, imaginative nature of young children and well-suited for promoting the fun and expansive learning that embodies childhood.
International Journal of the Whole Child
2017-11-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1094
International Journal of the Whole Child; Vol. 2 No. 2 (2017): International Journal of the Whole Child; 45-50
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1094/893
Copyright (c) 2017 Rebecca M. Giles, Karyn W. Tunks
oai:ojs.pkp.sfu.ca:article/1136
2019-11-12T12:02:48Z
ijwc:ART
Neuroeducation and Early Elementary Teaching: Retrospective Innovation for Promoting Growth with Students Living in Poverty
Allee-Herndon, Karyn Anne
Roberts, Sherron Killingsworth
Neuroeducation, or educational neuroscience, is an emerging field combining various scientific disciplines as it relates to learning to study the relationships between the biological processes of the brain and students' cognitive development. Researchers and educators are increasingly working together to bridge these fields to increase positive learning experiences for increased school readiness and academic achievement, especially for children experiencing significant adversity. This paper highlights the salient connections between poverty and brain development, and then aligns neuroeducational insights with innovative, yet retrospective instructional strategies linked to the early childhood areas of language and literacy, dramatic and imaginary play, games and puzzles, and gross motor and musical movements. Early elementary classroom teachers can take these practical, inexpensive ways to create growth-friendly classrooms to help children develop executive function and self-regulation skills. Most neuroscientists agree these skills are both negatively impacted by the toxic stress of poverty, and yet they are highly predictive of academic success in school.
International Journal of the Whole Child
2018-10-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1136
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 4-8
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1136/930
Copyright (c) 2018 Karyn Anne Allee-Herndon, Sherron Killingsworth Roberts
oai:ojs.pkp.sfu.ca:article/1169
2019-11-12T12:02:49Z
ijwc:Editors
Introduction
Burriss, Kathy
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1169
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 1-3
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1169/904
Copyright (c) 2018 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1170
2019-11-12T12:02:48Z
ijwc:ART
Differentiated Instruction: A Band-Aid Approach for a Flawed System
Stone, Sandra J.
Differentiated Instruction
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1170
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 19-29
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1170/906
Copyright (c) 2018 Sandra J. Stone
oai:ojs.pkp.sfu.ca:article/1171
2019-11-12T12:02:48Z
ijwc:ART
Early Childhood Education in Iran: Progress and Emerging Challenges
Sharifian, Maryam
Iran
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1171
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 30-37
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1171/907
Copyright (c) 2018 Maryam Sharifian
oai:ojs.pkp.sfu.ca:article/1172
2019-11-12T12:02:48Z
ijwc:Pictures
Playing in the Snow and Much More
Burriss, Kathy
Snow
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1172
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 38
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1172/908
Copyright (c) 2018 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1173
2019-11-12T12:02:48Z
ijwc:Tech
Star Parties: Bringing The Infinite Universe Into A Small Classroom
Burriss, Larry L.
Star Parties
International Journal of the Whole Child
2018-04-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1173
International Journal of the Whole Child; Vol. 3 No. 1 (2018): International Journal of the Whole Child; 39-41
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1173/909
Copyright (c) 2018 Larry L. Burriss
oai:ojs.pkp.sfu.ca:article/1236
2019-11-12T12:02:48Z
ijwc:ART
Educator Perceptions of Student Ownership and Self-Authorship: Building a Connective Framework Between Two Constructs
Stone, Brian
Surmitis, Kendra
Student ownership, defined as the autonomy or chosen actions by the individual is an important construct catering to the whole child because it engages children across different realms including academic, social-emotional, and physcial. Additionally, self-authorship, defined as a shift in meaning-making from external to internal is important as children develop into adults as they begin to integrate values, beliefs, ideas, and relationships with an internal voice. These two constructs are very similar with ownership providing opportunities for the strong development of self-authorship. In this qualitative survey, educators from K-16 levels were asked to identify their familiarity with the constructs as well as their usage of these ideas in practice. The results demonstrate an overall lack of understanding of both constructs as well as disparate practices that often undermine the development of ownership and self-authorship.
International Journal of the Whole Child
2018-10-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1236
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 19-24
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1236/931
Copyright (c) 2018 Brian Stone
oai:ojs.pkp.sfu.ca:article/1251
2019-11-12T12:02:48Z
ijwc:ART
Exploring the Power and Processes of Friendship through Picturebooks
Crawford, Patricia
Calabria, Kaybeth
Friendships are among the most treasured and important experiences in the lives of children. These relationships afford young learners opportunities to develop social skills, gain self knowledge, and make authentic human connections. This article offers an overview of the role friendships play in children's lives and positions high quality picturebooks as relevant, accessible, and developmentally appropriate resources to explore ways of initiating friendships, sustaining friendships, and navigating challenges within friendships. Touchstone texts are explored and suggestions for supporting transactions with relevant literature are provided.
International Journal of the Whole Child
2018-10-30
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1251
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 25-34
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1251/932
Copyright (c) 2018 Patricia Crawford, Kaybeth Calabria
oai:ojs.pkp.sfu.ca:article/1261
2019-11-12T12:02:48Z
ijwc:Pictures
Pictures for Reflection: Who do I want to become?
., IJWC
As young children dress-up, they rehearse, they try on different roles. Sometimes, children approximate the familiar roles of a parent, teacher or community helper; in other instances, children assume the super powers of a s/hero, and other times, they try-on the costumes, conversations, and characters from television programs and movies. In all instances, children use clothes and props to assume a different persona. Young children, lacking power and authority, now fly, disappear, and save the world.
Adults, observing children’s fantasy role play, gain insight into children’s feelings. When children role play together, they reverse roles and practice perspective-taking. Children’s fantasy play originates from somewhere - a piece of children’s literature, a movie, or the television. Dress up is appropriate for children and allows them safe experimentation of dress, role, and language. Providing children the time, props, and foundations for role play is healthy, fun, and contributes to children’s emerging sense of self and other.
And, when a young child is not quite sure of a particular role, they may try on several roles to see what happens.
International Journal of the Whole Child
2018-10-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1261
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 35
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1261/933
oai:ojs.pkp.sfu.ca:article/1263
2019-11-12T12:02:48Z
ijwc:Tech
EdTech - Where Do I Start?
Caukin, Nancy
When we think about educational technology (edtech), we may picture in our minds a teacher using PowerPoint during a lesson, or a room of computers with students huddled around screens, or individual students working on laptops that are perched on desks. We may visualize iPads with educational games located at student learning centers, or clicker systems used in the classroom for both engagement and assessment, or particular software that students participate when home. Certainly, these are all examples of educational technology tools; however, before implementing any technology with students, the first step is for teachers to ask, “What is the purpose of educational technology and where do I begin?”
International Journal of the Whole Child
2018-10-30
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info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1263
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 36-39
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1263/934
Copyright (c) 2018 Nancy Caukin
oai:ojs.pkp.sfu.ca:article/1264
2019-11-12T12:02:48Z
ijwc:Etc
Family Literacy Events: A Framework for Teacher Candidates
Tharp, Nancy
Trelease (2013) believes that a “nation that does not read much does not know much and therefore is more likely to make poor choices in the home, the marketplace, the jury box, and the voting booth” (p. xxvi). Literacy continues to be an essential must for individual and community well-being. Families represent a crucial role in the literacy development of their children, and family involvement is associated with numerous benefits for children, families, schools, and communities (Chance, 2010; Livingston & Wirt, 2003). In addition to research findings describing how family perceptions of reading frame literacy practices, data also support the proactive influence of parents as children’s initial literacy models (Larocque, Kleiman, & Darling, 2011; U.S. Department of Education, 2001). Yet, teacher candidates, as they newly prepare to enter the educational profession, may not always understand this integral connection between classroom and family learning (Falk-Ross, Beilfuss, & Orem, 2010). Consequently, in order to establish the groundwork for the significance of family literacy and further, to provide teacher candidates with a framework toward building this critical relationship between families and schools, this discussion describes how a genuine need exists for university coursework to include a variety of relevant experiential service-learning opportunities.
International Journal of the Whole Child
2018-10-30
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1264
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 40-45
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1264/935
Copyright (c) 2018 Nancy Tharp
oai:ojs.pkp.sfu.ca:article/1265
2019-11-12T12:02:48Z
ijwc:Editors
Introduction
Burriss, Kathy
IJWC remains committed to extending an understanding of the critical importance of ensuring all children with holistic and inclusive learning opportunities. Each child is regarded as unique; teachers perceive differences as natural and contributing to the overall learning environment. Using professional knowledge, educators intentionally plan experiences integrating both cognitive and affective strategies. This IJWC Fall issue provides readers with relevant and specific information with which to implement learning events which are both holistic and inclusive.
International Journal of the Whole Child
2018-10-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1265
International Journal of the Whole Child; Vol. 3 No. 2 (2018): International Journal of the Whole Child; 1-3
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1265/936
Copyright (c) 2018 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1365
2019-11-12T12:02:48Z
ijwc:Editors
Introduction
Burriss, Kathy
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1365
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 1-4
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1365/965
Copyright (c) 2019 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1366
2019-11-12T12:02:48Z
ijwc:ART
Childhood Remembered: Reflections on the Role of Play for Holistic Education in Armenia, Kuwait, Saudi Arabia, the USA, and Wales
Ernest, James M.
Nicholas, Amy
Vardanyan, Shushan
Hafiz, Fatimah
Alazemi, Mohammad
Dixon, Dorielle
Play remains a topic for discussion, debate, and research within the education community. Zigler and Bishop-Josef (2004) provide an historical overview of early childhood; one of their main findings is play is under siege in many educational circles. The authors indicate, through time, there is a move away from play-oriented learning activities to a narrow focus on academics. Outside of the United States, and in many other countries, shifts occurred toward education focusing on academic skills that “deepen the damage and [make] more permanent the ‘achievement’ gap” between many children (Meier, 2009, p. 12). In opposition to this trend, advocates continue to call for more play-oriented and holistic approaches to learning, arguing the play vs. academics debate with academic support for and against the role of play in early childhood (Miller, 2008). Although this work provides important contributions to the field, prior research often gives little voice to teachers’ perceptions about play, especially from varied and diverse cultural backgrounds.
In this article, we argue for a broader view of education in line with Plato’s observation (gender not withstanding) that “The direction in which education starts a man will determine his future life” (Jowett, 1874, p. 249). The current approach draws on the recommendation that we move beyond the typical developmental research view to use an interpretivist analysis that considers history, culture, and context (Swadener & Kessler, 1991). We begin with a short overview of the potential and traditional developmental and academic benefits of play. Our argument then focuses on a less common consideration of the holistic benefit of play: We explore teachers’ cultural reflections about the nature and worth of play through the authors’ personal accounts of playful childhood in Armenia, Great Britain, Kuwait, Saudi Arabia, and the United States of America. Finally, we provide recommendations for the value of play as part of a whole child education.
International Journal of the Whole Child
2019-04-10
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info:eu-repo/semantics/publishedVersion
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http://libjournals.mtsu.edu/index.php/ijwc/article/view/1366
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 5-19
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1366/966
Copyright (c) 2019 James M. Ernest, Amy Nicholas, Shushan Vardanyan, Fatimah Hafiz, Mohammad Alazemi, Dorielle Dixon
oai:ojs.pkp.sfu.ca:article/1367
2019-11-12T12:02:48Z
ijwc:ART
Critically Reflective Leadership: Defining Successful Growth
The purpose of this article is to propose a technique that can be used by emerging leaders when considering adopting the most appropriate leadership styles, behaviors or actions in a particular context. The authors review several different leadership models explored by scholars during the past six decades; not all of these models work for all leaders in all situations. In order to become effective leaders, authors propose the use of reflection-in-action to facilitate emerging leaders when faced with challenging situations. By considering a descriptive, yet brief informal checklist, the emerging leader can be supported in choosing from different models or approaches.
The practical application of this information is to assist those mentoring emerging leaders and leaders themselves to develop reflective practices and insightful dispositions necessary to navigate the complex situations encountered in today’s daily interactive environments. This original work combines the literature of leadership with Schön’s work on reflective practice. While it seems an obvious application of Schön, the concept of critically reflective leadership is not prevalent in the literature.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1367
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 20-32
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1367/967
Copyright (c) 2019 Reardon Robert, Kathleen Fite, Mike Boonec, Sierra Sullivand
oai:ojs.pkp.sfu.ca:article/1368
2019-11-12T12:02:48Z
ijwc:ART
Explorations on the Benefits of a Holistic Family Language and Literacy Program in a Latino Community: Multiple Perspectives
Halpern, Clarisse
Gonzalez, Daisy
Giambo, Debra
Szecsi, Tunde
Latino families face several challenges when they immigrate to the United States. School-based early childhood programs involving families with a holistic approach indicate effectiveness toward integrating both children and families into the school community. This paper explores, through informal conversations with administrators, teachers, and parents, their beliefs regarding the benefits of a high-quality family program. In this paper, as a consequence of assuming a holistic perspective, the authors describe prospects for academic gains, positive progress regarding social–emotional benefits, and overall improved inclusive community-related benefits for both children and their families. Additionally, recommendations include strategies to support the challenges confronting newly immigrated Latino families.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1368
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 33-43
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1368/968
Copyright (c) 2019 Clarisse Halpern, Daisy Gonzalez, Debra Giambo, Tunde Szecsi
oai:ojs.pkp.sfu.ca:article/1369
2019-11-12T12:02:48Z
ijwc:Pictures
Pictures for Reflection: I am 10 Years Old: Watch me Grow
Contributor, IJWC
As boys and girls grow beyond early childhood and prepare to become adolescents, they experience a wide range of emotional, social, cognitive, and physical transitions. Frequently, for the 10 year old, these rapid changes leave them critically questioning, reflectively wondering, and deeply feeling. They navigate different affiliations, test their competencies, and assume a variety of roles.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1369
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 44-46
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1369/969
Copyright (c) 2019 IJWC
oai:ojs.pkp.sfu.ca:article/1370
2019-11-12T12:02:48Z
ijwc:Tech
SAMR: A Tool for Reflection for Ed Tech Integration
Caukin, Nancy
Trail, Leslie
Technology is a part of everyday life as digital tools and devices are ubiquitous. As schools begin to increase technology available in the classroom, it is important for teachers to consider when, how, and why technology fits into a lesson. Used properly, technology is a powerful tool that can transform teaching and learning. It can be a means for collaboration, accessibility, personalization, differentiation, engagement, and innovation (US Department of Education, 2016). Technology should never be considered the classroom “babysitter” or the busy workstation. Rather, technology is used intentionally and strategically as a tool to allow students to engage meaningfully in authentic learning experiences (Herrington & Kervin, 2007).
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1370
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 47-54
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1370/970
Copyright (c) 2019 Nancy Caukin, Leslie Trail
oai:ojs.pkp.sfu.ca:article/1371
2019-11-12T12:02:48Z
ijwc:Etc
A Book Review & Action Plan for Using Renata Galindo’s “My New Mom & Me” Publisher: Schwarz & Wade
Ertel, Pamela Kramer
See the PDF for the book review and action plan.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1371
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 55-59
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1371/971
Copyright (c) 2019 Pamela Kramer Ertel
oai:ojs.pkp.sfu.ca:article/1372
2019-11-12T12:02:48Z
ijwc:CFHW
ACEs and Healthcare: Creating a Positive Future
Lancaster, Barbara
Wilson, Tiffany
Wetsell, Katie
The adverse childhood experiences (ACEs) study represents a landmark in medical research which linked childhood experiences of abuse, neglect, and household dysfunction to future health outcomes. (Cronholm, Forke, Wade, Bair-Merritt, Davis, Harkins-Schwarz, Pachter & Fein, 2015). Felitti and colleagues (1998) conducted the original ACEs study in a primary care setting between 1995-1997 at a Kaiser Permenante clinic where thousands of participants revealed they had adverse childhood experiences (Felitti, Anda, Nordenberg, Willliamson, Spitz, Edwards, Koss, & Marks, 1998). This original study found a strong dose response relationship between the extent of exposure to abuse or household dysfunction during childhood and multiple risk factors for several leading causes of death in adults. These conditions included: ischemic heart disease, cancer, chronic lung disease, fractures, liver disease as well as poor self-rated health (Felitti et al, 1998). Felitti et al, (1998) suggested ACEs and adult health status is strong and cumulative. They further asserted that abuse and other potentially damaging childhood experiences contribute to the development of risk factors leading to health behaviors and lifestyle factors that affect morbidity and mortality. These behaviors they allege are the “actual” cause of death (Felitti et al, 1998).
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1372
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 60-66
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1372/972
Copyright (c) 2019 Barbara Lancaster, Tiffany Wilson, Katie Wetsell
oai:ojs.pkp.sfu.ca:article/1373
2019-11-12T12:02:48Z
ijwc:STEAM
From Theory to Practice: Building Leadership Opportunities through Virtual Reality Science Expeditions
Peterson, Kaitlin
Stone, Brian Andrew
The authors of this paper discuss the use of Virtual Reality (VR) as a tool for building meaningful connections in science education across different grade levels. The authors elaborate on their experiences with using VR in teacher training programs, in practicum and student teaching experiences, and in providing a professional development workshop on how to use VR in science classrooms. With adequate preparation and training, teacher candidates can become leaders in their schools with regard for building more interactive STEAM-based programs that utilize cutting-edge technologies like VR and AR (Augmented Reality). Furthermore, the benefits of using VR in the classroom are discussed. These include whole-child benefits such as opportunities for meaningful social interaction, student-led inquiry, intrinsically motivated exploration and investigation, meaningful integration with other subjects, and substantial student engagement. VR expeditions provide a high level of cognitive, social, and physical activity that can supplement any form of instruction, and help students make lasting connections to the material.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1373
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 67-74
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1373/973
Copyright (c) 2019 Kaitlin Peterson, Brian Andrew Stone
oai:ojs.pkp.sfu.ca:article/1374
2019-11-12T12:02:48Z
ijwc:PT
Page Turners: Books for Children
Crawford, Patricia A
Genest, Maria T
Jacobs, Katrina Bartow
Meyer, Carla K
Sobolak, Michelle J
To see the various books described, open the PDF.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1374
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 75-81
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1374/974
Copyright (c) 2019 Patricia A Crawford, Maria T Genest, Katrina Bartow Jacobs, Carla K Meyer, Michelle J Sobolak
oai:ojs.pkp.sfu.ca:article/1375
2019-11-12T12:02:48Z
ijwc:updates
IJWC Updates
Editors, IJWC
View the PDF for updates, including upcoming issues or news items.
International Journal of the Whole Child
2019-04-10
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1375
International Journal of the Whole Child; Vol. 4 No. 1 (2019): International Journal of the Whole Child; 82-83
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1375/975
Copyright (c) 2019 IJWC
oai:ojs.pkp.sfu.ca:article/1594
2019-11-12T12:02:48Z
ijwc:Editors
Introduction
Burriss, Kathy
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1594
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 6-8
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1594/1119
Copyright (c) 2019 Kathy Burriss
oai:ojs.pkp.sfu.ca:article/1595
2019-11-12T12:02:48Z
ijwc:ART
Teachers in War Zone Education: Literature Review and Implications
Sharifian, Maryam Sadat
Kennedy, Pat
Teaching is traditionally considered one of the most stressful of occupations. Lack of experience, training, and working with children with behavior problems represent variables shown to increase teachers’ stress. Research also demonstrates teachers’ stress can reduce their performance and also might lead to negative attitudes (Greenglass & Burke, 2003). The magnitude of concerns of teachers in war zones, however, greatly exceeds those typically discussed. Identification of psychological needs of teachers and students during crises is necessary in order to minimize future teaching and learning challenges (Sommers, 2002). During war, teachers and children both struggle through immense trauma. In this time of enhanced struggles, it is critical teachers concern themselves with effectively managing classrooms of often-traumatized children who have a right to a quality education (Brody & Baum, 2007). In the past, few studies however, focused specifically upon the emotional well-being and difficulties of teachers in war zones (Sumner, 2005; Ramos, 2010, Sharifian, 2017). This is clearly the case in describing Syrian teachers working and living inside the war zone.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1595
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 9-26
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1595/1120
Copyright (c) 2019 Maryam Sharifan, Pat Kennedy
oai:ojs.pkp.sfu.ca:article/1596
2019-11-12T12:02:48Z
ijwc:ART
International Teacher Perspectives on Quality in ECE: A Case Study
Chappell, Julie
Szente, Judit
The goal of early childhood programming is to provide children with high-quality early care and to support educators’ understanding and ability to implement high-quality practices on behalf of children and their families. Quality in early childhood care is an ambiguous concept, relative to various social and context-specific factors, making it difficult to define in standardized terms. A classroom teacher’s proximity to decisions in the early childhood classroom validates the need for teacher perceptions to be considered in practices regarding high-quality care. This paper presents a comparative case study that sought to explore teacher perspectives of high-quality care from two nations, Finland and the United States, and examined how these perspectives differed or aligned across the influences of culture. Using an interpretivist design for qualitative research methods, preschool and early year teacher participants completed pre-surveys in which they rated various indicators of quality. Survey responses guided semi-structured interviews. Additionally, participants discussed photographs of classroom and school activities that they felt exhibited quality. In vivo and values coding were used to analyze the interview data and generate themes in which teachers described high quality. Generating from both participant groups, the analysis resulted in various themes, such as child-centered classrooms, physical environment, and highly educated teachers. While language and terminology differed, teachers in Finland and the United States valued similar indicators of high-quality early programs.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1596
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 27-42
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1596/1121
Copyright (c) 2019 Julie Chappell, Judit Szente
oai:ojs.pkp.sfu.ca:article/1597
2019-11-12T12:02:48Z
ijwc:ART
Developing a Professional Identity in a Global Society
Oestreich, Jo Beth
Fite, Kathleen
For decades, teacher attrition continues as a global concern; more teachers leave the profession than enter, especially among beginning teachers (Dassa & Derose, 2017). Research targeting the development of teacher identity describes how it transacts with teacher retention, motivation, and learning in diverse cultural and social contexts. These findings provide insight regarding successful pedagogical practices (Schutz, Hong, & Cross-Frances, 2018; Anspal, Eisenchmide, & Lofstrom, 2011).
Developing a professional identity as a teacher is a dynamic, complex, and ongoing process (Chang-Kredl & Kingsley, 2014; Ivanova & Skara-Minec?ne, 2016). In teacher preparation programs, preservice students facilitate the development of their professional identity by focusing on why they want to become a teacher, why they think they will be effective, and how they can cultivate a culturally responsive classroom for their students (Muhammad, 2017).
Pre-service teachers facilitate a social, cultural, and global identity as they prepare children of diverse backgrounds as well as native learners to explore their roles in the macro and global societies (Lerseth, 2013; Chong, Ling, & Chuan, 2011). Additionally, preservice teacher candidates develop a geographic identity as they learn about the homelands of their students. This is important because this history shapes the identities of children and their families. Thus, in developing a professional identity, because teachers take the time to know themselves and their motivations, they become better able to frame the learning of their diverse students to meet the challenges of the global community.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1597
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 43-52
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1597/1122
Copyright (c) 2019 Jo Beth Oestreich, Kathleen Fite
oai:ojs.pkp.sfu.ca:article/1598
2019-11-12T12:02:48Z
ijwc:Pictures
About Twins
Stone, Sandra J
Twins, unique and similar – oh, the marvel of it all. Consider the fact that twins represent only about 3% of the population. The amazing journey of a set of identical twins begins with one single egg, which splits during fertilization into two eggs with the same genes. Having the same genetic makeup is why identical twins have similar hair and eye color, height, and build. Most often, identical twins also share the same family environment, which means they also have a similar background.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1598
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 53-56
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1598/1123
Copyright (c) 2019 Sandra J Stone
oai:ojs.pkp.sfu.ca:article/1599
2019-11-12T12:02:48Z
ijwc:Tech
Using Edtech to Enhance Learning
Donahoe, Brianna
Rickard, Derrian
Holden, Hunter
Blackwell, Kerra
Caukin, Nancy
Allowing students to use technology in the classroom has been increasingly more popular as technology advances and becomes more ubiquitous. However, many educators wrestle several aspects of edtech, including, how to start using edtech (Caukin, 2018), when to use edtech (National Education Technology Plan [NETP], 2017), how to incorporate it without creating more distractions for students (Thomas, 2019), and ways that edtech can move students towards higher levels of thinking (Caukin & Trail, 2019). It is important for educators to provide opportunities for students to not only participate in effective and meaningful learning experiences, but also engage them, sustain their attention, and assess them in a variety of ways, all of which edtech can provide (NETP, 2017).
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1599
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 57-63
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1599/1124
Copyright (c) 2019 Brianna Donahoe, Derrian Rickard, Hunter Holden, Kerra Blackwell, Nancy Caukin
oai:ojs.pkp.sfu.ca:article/1600
2019-11-12T12:02:48Z
ijwc:Etc
Equity Audits of Ethnicity in Three Transitional Series: Moving Toward Diverse Series Books for Today’s Young Readers
Balkaran, Sonia M
Roberts, Sherron Killingsworth
This manuscript explores representations of protagonists of various multicultural backgrounds in three transitional series. Prior studies, such as Gangi (2008) and Green and Hopenwasser (2017), exposed the deficiencies of multicultural literature in elementary classrooms, particularly among transitional series books. Green and Hopenwasser emphasize the developmental importance of equal representation in transitional books with characters of diverse ethnicities, because they act as mirrors and windows for students to learn, grow, and reflect. These studies argue that in order to allow children to see themselves and to develop a positive self-image in primary grades, it is critical for teachers to be thoughtful while choosing series books. For the purposes of this study, to explore ethnic and racial representations of protagonists with the actual demographics of third graders, researchers conducted an equity audit on three transitional series, published across different decades and commonly found in elementary classrooms. Equity audit data show multicultural representations lacking. In order for children to see healthy role models who mirror their own racial and ethnic contexts, authors describe the importance of teachers choosing series with strong, diverse protagonists to include in their classroom libraries.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1600
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 64-81
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1600/1125
Copyright (c) 2019 Sonia M Balkaran, Sherron Killingsworth Roberts
oai:ojs.pkp.sfu.ca:article/1601
2019-11-12T12:02:48Z
ijwc:CFHW
Dating Violence in Adolescent Relationships
Wilson, Tiffany
Maloney, Matthew
During the adolescent developmental stage, an individual begins to experience various physical, social, and emotional changes. At times, the effect of these various changes can cause an adolescent to become more vulnerable to risk taking behaviors and exposure to violence. Additionally, adolescents also begin to explore relationships outside of their family of origin including developing relationships with peers and pursuing dating relationships. According to Sutherland (2011), one in five adolescents reported having a boyfriend or girlfriend in the fifth grade and more than half of a group of sixth graders surveyed reported having a girlfriend or boyfriend within the last three months. These data reveal a significant number of adolescents become involved in dating relationships. With such a high number of adolescents in dating relationships, it is important to understand how these early dating experiences may influence shaping their views of intimate relationships and their behavior in future adult intimate relationships (Sutherland, 2011).
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1601
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 82-87
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1601/1126
Copyright (c) 2019 Tiffany Wilson, Matthew Maloney
oai:ojs.pkp.sfu.ca:article/1602
2019-11-12T12:02:48Z
ijwc:STEAM
The Potential of Purposeful Play: Using the Lens and Language of Crosscutting Concepts to Enhance the Science and Engineering Practices of Play
Lozon, Cris
Brooks, Jacqueline Grennon
Playing enhances learning. Teachers who recognize and foster the science and engineering practices of playful endeavors push the envelope of children’s thinking. Play is purposeful learning, and it serves an important role in human development. Researchers define play as exploratory, process oriented, intrinsically motivating, and freely chosen (Lozon, 2016). The notion of tinkering, often associated with play, has underpinned forward-thinking children’s museums and science centers for decades. This creative expression enhances deep learning when supported by intentional guidance (Bevan, Petrich, & Wilkinson, 2015). For the purposes of the current discussion, the authors found that the crosscutting concepts of the Next Generation Science Standards (NGSS, 2013) provide a powerful lens and language through which to provide the type of guidance that challenges students’ thinking and enhances the natural science and engineering practices of children’s play.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1602
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 88-94
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1602/1127
Copyright (c) 2019 Cris Lozon, Jacqueline Grennon Brooks
oai:ojs.pkp.sfu.ca:article/1603
2019-11-12T12:02:48Z
ijwc:PT
Page Turners
Genest, Maria T
Jacobs, Katrina Bartow
Meyer, Carla K
Sobolak, Michelle J
Crawford, Patricia A
To see the various books described, open the PDF.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1603
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 95-99
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1603/1128
Copyright (c) 2019 Maria T Genest, Katrina Bartow Jacobs, Carla K Meyer, Michelle J Sobolak, Patricia A Crawford
oai:ojs.pkp.sfu.ca:article/1604
2019-11-12T12:02:48Z
ijwc:updates
IJWC Updates
Editors, IJWC
View the PDF for updates, including upcoming issues or news items.
International Journal of the Whole Child
2019-10-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1604
International Journal of the Whole Child; Vol. 4 No. 2 (2019): International Journal of the Whole Child; 100
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1604/1129
Copyright (c) 2019 IJWC Editors
oai:ojs.pkp.sfu.ca:article/1707
2020-06-19T15:57:29Z
ijwc:Editors
Introduction
Wilson, Tiffany
This spring issue is fully committed to providing readers with an abundance of information relevant toward supporting children’s holistic learning and development. In particular, authors clearly identify a variety of strategies to support creating integrated, inclusive, and holistic learning experiences both in the home and at school.
More details of what to expect in this issue are in the PDF.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1707
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 6-9
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1707/1151
Copyright (c) 2020 Tiffany Wilson
oai:ojs.pkp.sfu.ca:article/1708
2020-06-19T15:57:29Z
ijwc:ART
Analyzing Student Achievement Data: Preparing Teacher Training Candidates for Leadership
Danley, Angela
Tye, Natalile
Loman, Karen
The purpose of this article is to share how one teacher education program at a Midwestern university prepares teacher candidates to analyze student achievement data, which is believed essential as one of the roles a teacher candidate needs in order to develop teacher leadership in the classroom. The authors provide the teacher candidates’ relevant assignment and discuss the implications toward developing leadership. In particular, the action research results of two teacher candidates’ writing lesson scores and personal reflections are highlighted. In addition, a former teacher candidate shares how her experience prepared her for the teacher leader role.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1708
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 10-27
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1708/1152
Copyright (c) 2020 Angela Danley, Natalile Tye, Karen Loman
oai:ojs.pkp.sfu.ca:article/1709
2020-06-19T15:57:29Z
ijwc:ART
Teacher Perceptions of Gender Roles, Socialization, and Culture During Children’s Physical Play
Alanazi, Dalal
Alghamdi, Rana
Alghamdi, Adli
Play involves activities promoting children’s development in physical, social, emotional, and cognitive domains (Dewar, Servos, Bosacki, & Coplan, 2013). The existing literature describes ways in which teachers’ perceptions may influence children’s emerging gender roles during physical play. This paper describes teachers’ perceptions of children’s gender roles and the relationship with physical play. A teacher’s potential influence on emerging gender roles during physical play is discussed.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1709
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 28-38
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1709/1153
Copyright (c) 2020 Dalal Alanazi, Rana Alghamdi, Adli Alghamdi
oai:ojs.pkp.sfu.ca:article/1710
2020-06-19T15:57:29Z
ijwc:ART
Teacher Practices, Time for Physical Activity, and the School Day: A Preliminary Analysis
Brown, Monica
Burriss, Kathleen G
Snead, Donald
Burriss, Larry L
Existing data describe the positive relationships across children’s play/physical activity, mental wellness, physical health, and intellectual success (Carter, 2016; Crnic & Kondo, 2019; English 2019; Tomporowski, Davis, Miller, & Naglieri, 2007). This current mixed-method study identifies ways in which classroom teachers describe implementing physical activity and play opportunities during a typical school day. Classroom teachers (N = 511), pre-k through sixth grades, completed surveys identifying the types of play and physical activities (recess, games, movement) they implemented during the day, the time allowed for each type of experience, use of software to support the movement, and training associated with physical activity and play. Data describe teachers’ pervasive use of GoNoodle as an activity break during the school day. These findings support previous research demonstrating a concern for children’s outdoor recess time. Implications describe how teachers’ lack of adequate training may undermine children’s developmentally appropriate physical activities and play experiences. Authors discuss the potential of these data in planning for children’s long-term physical and mental health and wellbeing.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1710
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 39-52
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1710/1154
Copyright (c) 2020 Monica Brown, Kathleen G Burriss, Donald Snead, Larry L Burriss
oai:ojs.pkp.sfu.ca:article/1711
2020-06-19T15:57:29Z
ijwc:Pictures
Playgrounds: Think Differently
Burriss, Kathleen G
As adults plan children’s outdoor spaces, what initial questions do they ask? Do they consider the possible range and variety of holistic experiences that promote children’s social, emotional, cognitive, and physical learning and development?
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1711
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 53-56
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1711/1155
Copyright (c) 2020 Kathleen G Burriss
oai:ojs.pkp.sfu.ca:article/1712
2020-06-19T15:57:29Z
ijwc:Tech
How EdTech Can Support Social and Emotional Learning at School and at Home
Caukin, Nancy
Trail, Leslie
Hover, Ashlee
There is a need to move away from a narrow focus on just academic outcomes, to one that considers the long-term development and well-being of children, a whole child approach (Association of Supervisors and Curriculum Developers (ASCD), 2020). When we think about teaching the whole child, we should think about providing a healthy, safe, engaging, supportive, and challenging classroom experience (The Whole Child, 2015). As part of educating the whole child, we need to consider children’s social and emotional learning. The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning (SEL) as the process in which individuals “manage emotions, set and achieve goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” and includes a framework with five core competencies (CASEL – What is SEL?, 2019, para. 1).
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1712
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 57-63
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1712/1156
Copyright (c) 2020 Nancy Caukin, Lesllie Trail, Ashelee Hover
oai:ojs.pkp.sfu.ca:article/1714
2020-06-19T15:57:29Z
ijwc:Etc
Teacher-Child Interactions and Dramatic Play: Stories from Three Continents and Three Cultures
Alghamdi, Rana
DeMarie, Darlene
Alanazi, Dalal
Alghamdi, Adil
Dramatic play involves children choosing roles and acting them out. Teachers assume a variety of roles in providing an environment wherein children pretend to be a different people, in different roles, or even something that is not a person. The benefits of dramatic play revealed in previous research include improvements in children’s cognitive, social, and emotional development. Bronfenbrenner’s Bioecological Theory (1994; Bronfenbrenner & Morris, 2007) and Vygotsky’s Sociocultural Theory (1978; 1986) frame the current discussion. Children become empowered through dramatic play as they learn to consider the perspectives of their classmates, and as they negotiate and balance ideas from other children. This paper focuses on the design, development, and enhancement of dramatic play in early childhood settings in three different countries within three different continents (Saudi Arabia, South Africa, and the United States). The authors provide stories within classrooms from these countries and describe how each situation reveals cultural differences in play, and how the new understandings impacted both the teachers and the children’s subsequent actions and thinking. Conclusions describe the bi-directional benefits of play for children and teachers.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1714
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 64-77
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1714/1157
Copyright (c) 2020 Rana Alghamdi, Darlene DeMarie, Dalal Alanazi, Adil Alghamdi
oai:ojs.pkp.sfu.ca:article/1715
2020-06-19T15:57:29Z
ijwc:CFHW
Gratitude: A Lifestyle Worth Developing
Lancaster, Barbara
According to Webster (1999), gratitude is the state of being grateful, thankful, a readiness to show appreciation, and a disposition to return kindness. Practicing an attitude of gratitude is a habit vital, not only to an individual, but as well to families and society as a whole. As we observe our current state in society, some believe it appears attitudes of entitlement, resentment, and victimhood are evident. The purpose for this current discussion is to explore the reasons and the benefits for being grateful and furthermore, to consider ways to cultivate a habit of gratefulness in families and thus, influence our children.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1715
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 78-81
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1715/1158
Copyright (c) 2020 Barbara Lancaster
oai:ojs.pkp.sfu.ca:article/1716
2020-06-19T15:57:29Z
ijwc:STEAM
STEAMING Ahead by Challenging Thinking
Tye, Natalie
Willard, Sarah
Teaching in the U.S. is currently being driven by political bureaucracy. Under the design of “common core,” the political solution to achieving equality is a pre-packaged curriculum and standardized testing where all children are provided the exact same learning experiences with the same high-stakes assessments. The expectation for teaching, learning, and assessment is “sameness.” However, considering the whole child, developmental processes, and the characteristics of a diverse society, sameness should not be the priority of the educational system. This paper showcases a different approach taken in one elementary art classroom. Instead of using a pre-packaged curriculum, the teacher provided students with the opportunity to guide their own learning through STEAM (Science, Technology, Engineering, Art, and Mathematics) activities.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1716
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 84-91
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1716/1159
Copyright (c) 2020 Natalie Tye, Sarah Willard
oai:ojs.pkp.sfu.ca:article/1717
2020-06-19T15:57:29Z
ijwc:PT
Page Turners: Books for Children
Genest, Maria T
Jacobs, Katrina Bartow
Meyer, Carla K
Sobolak, Michelle J
Crawford, Patricia A
Includes various books of the following genres: Picture Books and Young Adult Literature.
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1717
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 92-95
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1717/1160
Copyright (c) 2020 Maria T Genest, Katrina Bartow Jacobs, Carla K Meyer, Michelle J Sobolak, Patricia A Crawford
oai:ojs.pkp.sfu.ca:article/1718
2020-06-19T15:57:29Z
ijwc:updates
Spring 2020 Updates
Wilson, Tiffany
For the new column, “Emerging Professional,” the IJWC editorial team invites students (undergraduate, masters, and doctoral levels) to submit papers including problem resolutions, literature reviews, and research designs (qualitative or quantitative). The topic choices remain broad with the primary focus on how this content supports all children’s holistic learning and development. IJWC editors remain committed to providing student-authors with relevant, productive and concrete feedback. Importantly, a student may identify additional authors; the key factor is for the student to be “first author.” The IJWC mission remains committed to promoting an understanding of holistic learning and development for all children. In particular, IJWC editors believe by supporting student authors with modeling, feedback, and mentoring, IJWC strengthens and extends understanding, recognition, and implementation of “best practices” into the next generation of educational professionals and child advocates.
How to Submit a Student Paper In order to target the “Emerging Professional” column and to distinguish your paper as a “student submission,” merely identify “Emerging Professional” at the top of your document. In this way, the manuscript will be forwarded to the appropriate editors committed to supporting emerging scholars.
If you have any questions regarding this particular process, contact tiffany.wilson@mtsu.edu See you in the 2020 IJWC Fall issue!
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1718
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 96
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1718/1162
Copyright (c) 2020 Tiffany Wilson
oai:ojs.pkp.sfu.ca:article/1720
2020-06-19T15:57:29Z
ijwc:EduNumbers
Education by the Numbers
Snead, Donald
Most Americans embrace the philosophy for U.S. education and believe it is a necessity for life (Ozmon, 2012). Two initial questions become: “how many students participate and what is the budget”?
International Journal of the Whole Child
2020-04-24
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1720
International Journal of the Whole Child; Vol. 5 No. 1 (2020): International Journal of the Whole Child; 82-83
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1720/1161
Copyright (c) 2020 Donald Snead
oai:ojs.pkp.sfu.ca:article/1918
2020-12-14T09:55:48Z
ijwc:Tech
Finding Flexibility with HyFlex: Teaching in the Digital Age
Trail, Leslie
Fields, Stacy
Caukin, Nancy
Teachers knew in the summer of 2020 that the next school year would be a new venture in education. After experiencing a rapid shift in delivery of their classes in the spring, teachers across the country sought the best ways to engage students meaningfully in a variety of modalities, knowing that shift might continue to happen in the coming year. As summer gave way to fall, teachers returned to their schools with great anticipation and a bit of uncertainty. Some teachers returned to their classrooms in a virtual environment with all of their students online. Others returned with all of their students in person. Still others returned with a blend:some students online and some students in person. For those classes that have a blend of online and in-person students at any given time, a flexible approach is needed, a hybrid-flexible or HyFlex model of teaching is the answer, particularly if the students have choice in how they attend and engage in class and they have access to the necessary technology (Beatty, 2019; Ferrero, 2020; Nave, 2020).
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1918
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 22-26
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1918/1201
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1920
2020-12-14T09:55:48Z
ijwc:CFHW
Sleep Hygiene: Evidence for a Healthy Family Habit
Lancaster, Barbara Whitman
“Now I lay me down to sleep” … this is a closing thought said by many children as they get into their beds and begin their journey to sleep. Sleep…it is a daily ritual or routine that humans practice throughout time. Sleep is important for all ages—it is what revitalizes and rejuvenates individuals; yet, sleep is a mystery. Why do we sleep? Why is it important? The scientific community continues to research these questions. This article focuses on the topic of sleep hygiene including describing sleep hygiene, providing the evidence-based literature, and highlighting how sleep remains important in family life and wellness.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1920
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 34-38
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1920/1203
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1921
2020-12-14T09:55:48Z
ijwc:EduNumbers
Education by the Numbers
Snead, Donald
Education is sometimes referred to as an investment in human capital (Wolla & Sullivan, 2017). How Does Level of Education Affect Income?
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1921
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 39-40
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1921/1204
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1922
2020-12-14T09:55:48Z
ijwc:STEAM
Innovative and Engaging Approaches in a Middle School Science Classroom: Ideas to Capitalize on Student Interest
Wermuth, Shelley
The purpose of this article is meant to provide evidence and examples from an exemplary middle school science teacher’s classroom with regard for using innovative approaches in STEM education. The author of the article suggests moving from a curriculum-centered paradigm to a student-centered paradigm. Strategies for integration in STEM education are discussed, and include choice-based centers, project-based learning, and small group instruction. The role of standards and curriculum are addressed with an emphasis on whole child, developmental practices, and meaningful/relevant activities in science education.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1922
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 41-49
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1922/1205
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1923
2020-12-14T09:55:48Z
ijwc:PT
Page Turners: Books for Children
Jacobs, Katrina Bartow
Meyer, Carla K.
Sobolak, Michelle J.
Crawford, Patricia
Genest, Maria T.
Nine recommended books for children are described.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1923
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 50-53
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1923/1206
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1926
2020-12-14T10:03:59Z
ijwc:Pictures
Bubbles and Balls in Belize: A New Perspective on Play
Giles, Rebecca
Hoot, James
Margaret Mead, a pioneering American cultural anthropologist of the 20th century and recipient of the Presidential Medal of Freedom, once said, “If a fish were an anthropologist, the last thing it would discover would be water.” Her tongue-in-cheek reference to the study of human behavior is a reminder that the familiar aspects of life are often overlooked because they seem unremarkable. In contrast, when placed in a new and unfamiliar environment, we become keenly aware of the behavior, habits, and customs different from our own.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1926
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 18-21
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1926/1207
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1927
2020-12-14T10:03:59Z
ijwc:ART
The Importance of Learning Through Play in Early Childhood Education: Reflection on The Bold Beginnings Report
Alharbi, Manal ObedAullah
Alzahrani, Mona Mohsen
In this paper, authors reflect on the implications of the report titled “Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools” (Ofsted, 2017). This report is a review of curriculum for four-and five-year-old children in the United Kingdom. The Bold Beginnings report argues for teaching young children more academic subjects, instead of introducing learning through play. The report claims when children learn more academic curriculum early without spending too much time on play, they become ready and qualified in their academic lives which in turn, makes instruction easier for their future elementary school teachers.
In contrast, this paper focuses on the importance of allowing young children to learn naturally through a variety of play experiences. The authors argue play is holistic and provides children with a range of support including mental and emotional well-being, social interactions, and physical challenges. The premise for this paper underscores the critical importance that children play and learn about the world with relevance, authenticity, and developmentally appropriate opportunities. Early childhood settings become an extraordinary space for this natural and holistic learning to occur. After describing how play most effectively accommodates children’s unique needs and individual development, authors explain how learning through play provides children the opportunities to grow in a risk-free environment, communicate with peers, express feelings and thoughts, discover and investigate various subjects, improve social-emotional skills, develop language and vocabulary, enhance cognitive capacity, build self-esteem, prepare for life, and establish a foundation for the next stage of school. Early childhood teachers can help students to do all this and more by providing learning through play.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1927
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 9-17
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1927/1208
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1928
2020-12-14T10:07:40Z
ijwc:Etc
Foster A Growth Mindset in Children Using Two Books: “Beautiful Oops” by Barney Saltzberg and “Stickley Makes a Mistake: A Frog’s Guide to Trying Again” by Brenda S. Miles
Danley, Angela
This article provides early childhood educators and parents information on the importance of teaching students about growth mindset. Assisting children at a young age about how their mistakes can help them grow is necessary so they can view setbacks as opportunities to accomplish goals. Through using read alouds, early educators to help young children make personal connections to the characters and the theme of the story. Through the read alouds connected to growth mindset, the educator can promote discussion, provide writing opportunities, and help students develop personal goals.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1928
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 27-33
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1928/1209
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1929
2020-12-14T10:11:11Z
ijwc:Editors
Introduction
Wilson, Tiffany
This Fall issue is fully committed to providing readers with information that promotes the holistic learning and development of children. The content provides teachers, parents, and pre-services candidates with several strategies to support a variety learning experiences for students inside and outside of the classroom.
More details of what to expect in this issue are in the PDF.
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1929
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 6-8
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1929/1210
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/1930
2020-12-14T10:15:49Z
ijwc:updates
IJWC Updates
Wilson, Tiffany
For the new column, “Emerging Professional,” the IJWC editorial team invites students (undergraduate, masters, and doctoral levels) to submit papers including problem resolutions, literature reviews, and research designs (qualitative or quantitative). The topic choices remain broad with the primary focus on how this content supports all children’s holistic learning and development. IJWC editors remain committed to providing student-authors with relevant, productive and concrete feedback. Importantly, a student may identify additional authors; the key factor is for the student to be “first author.”
The IJWC mission remains committed to promoting an understanding of holistic learning and development for all children. In particular, IJWC editors believe by supporting student authors with modeling, feedback, and mentoring, IJWC strengthens and extends understanding, recognition, and implementation of “best practices” into the next generation of educational professionals and child advocates.
How to Submit a Student Paper
In order to target the “Emerging Professional” column and to distinguish your paper as a“student submission,” merely identify “Emerging Professional” at the top of your document. In this way, the manuscript will be forwarded to the appropriate editors committed to supporting emerging scholars.
If you have any questions regarding this particular process, contact tiffany.wilson@mtsu.edu
See you in the 2021 IJWC Spring issue!
International Journal of the Whole Child
2020-12-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1930
International Journal of the Whole Child; Vol. 5 No. 2 (2020): International Journal of the Whole Child; 54
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/1930/1211
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2042
2021-06-02T21:33:27Z
ijwc:ART
Reflection on Practice: Pre-Service Teachers’ Reflection and Intentional Planning to Enhance Toddlers’ Engagement During Free Play
Lim, Jane Seok Jeng
Ridgley, Robyn
toddlers
free play
teacher preparation
In this paper, early childhood teacher educators describe their work to provide opportunities for pre-service teacher candidates to engage in specific practices that facilitate reflection and planning related to enhancing toddlers’ engagement during free play. The practices targeted were structured by the instructor and supported by the mentor teacher and included observation; guided written reflection; collective discussion and reflection; and intentional planning. Each practice and how it was implemented and completed by the instructor and students are discussed. As a result of participating in the practices, teacher candidates identified several factors they believed impacted toddlers’ engagement during free play. They included location of centers, materials, and other people, variety of materials, adult interaction, and children’s interests, all of which aligned with prior research. Implications for practice for pre-service teacher preparation programs and practicing teachers are provided.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2042
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 9-25
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2042/1234
Copyright (c) 2021 Jane Seok Jeng Lim, Robyn Ridgley
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2043
2021-06-02T21:33:27Z
ijwc:ART
Motivation for Participation in Extracurricular School Clubs for Students with Severe Disabilities
Pence, Alicia
The participation of students with severe disabilities in school-based extracurricular activities provides students with opportunities to experience a full inclusive school event. Typically, however, students with severe disabilities remain underrepresented in extracurricular involvement as compared to their peers without disabilities (Agran et al., 2017; Cadwallader, et al., 2003). Understanding factors influencing students’ decisions to participate, or not to participate, in extracurricular activities is a concept frequently investigated in the existing literature for students without disabilities; however, participating in extracurricular school events is seldom explored for students with disabilities. Research highlights two factors when considering participation by students without disabilities in why these students select extracurricular school activities; these factors include individual and social-environmental motivational influences.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2043
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 26-37
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2043/1235
Copyright (c) 2021 Alicia Pence
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2044
2021-06-02T21:33:27Z
ijwc:Tech
The Whole Teacher: Practicing Self-Care
Caukin, Nancy
Trial, Leslie
Wright, Constance
At all times, and particularly during a global pandemic, teachers need to practice self-care so that they may focus on teaching the whole child. Teachers are under an incredible amount of stress during the best of times, and now anxiety is at an all-time high. This Tech Talk article explains ways to promote self-care of the whole teacher focusing on the head, heart, and the hands (mental/cognitive; emotional/spiritual; and physical) using both tech and non-tech options.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2044
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 38-46
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2044/1236
Copyright (c) 2021 Nancy Caukin, Leslie Trial, Constance Wright
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2045
2021-06-02T21:33:27Z
ijwc:Etc
Striving from the Margins During COVID-19: One Family's Experience Advocating for their Middle School E-learner
Jones, S. Renée
In order for children to succeed, access to quality education is an imperative. Education can be used as a means of changing or challenging the problems of the world. Many countries support with legal force the notion of education as a human right. COVID-19 brings to the surface and spotlights a history of educational inequities in the United States. This article highlights one family’s struggle to ensure their middle schooler receives a quality education. In spite of Covid-19, the marginalization that is a daily part of a Black child’s life should not impede the educational progress of the student. Middle school can be a challenging time for many students and can be fraught with additional struggles or barriers for marginalized children. It is incumbent upon school systems to work with families to mitigate the adverse consequences of learning during COVID-19; in particular, for a marginalized child, the costs could be catastrophic and far reaching.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2045
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 47-56
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2045/1237
Copyright (c) 2021 S. Renée Jones
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2046
2021-06-02T21:33:27Z
ijwc:CFHW
Instances of Intimate Partner Violence (IPV) Among the Young in Turkey
Parlak, Simel
Canel, Azize Nilgün
The aim of this research was to find out the origin and emotional and intellectual process of violence among young people. Interpretative phenomenological analysis method was used in the research. In-depth interviews were held with young adolescents and emerging adults that have committed violence to reveal their experiences of perpetrating violence, thoughts and sensations that could lay the groundwork for emergence of violence in this age group. The study group consisted of fifteen young adolescents and emerging adults. As a result of the interpretive phenomenological analysis using MAXQDA computer program, three study themes were obtained: 1) Childhood experiences 2) Relationship with partner and occurrence of violence, 3) Post-violence experiences. According to the young adolescents and emerging adults who have committed intimate partner violence; intimate partner violence was triggered by jealousy, mistrust, uncontrolled anger, and desire to control the partner's life.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2046
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 57-75
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2046/1238
Copyright (c) 2021 Simel Parlak, Azize Nilgün Canel
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2047
2021-06-02T21:33:27Z
ijwc:EduNumbers
Education by the Numbers
Snead, Donald
It is not difficult to hear or engage in a debate on the influence that a celebrity, politician, or an athlete have in society. However, outside of the immediate home environment, a teacher is the most influential person in the life of a person. They act as role models and offer guidance to our children. Teachers are the backbone of society. Teachers are the people responsible for social and economic development of a society.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2047
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 76-77
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2047/1239
Copyright (c) 2021 Donald Snead
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2048
2021-06-02T21:33:27Z
ijwc:STEAM
STREAM into Online Play Groups How Children Adapt to Play in a Rapidly Digitized World
Horrace, Rebecca
The purpose of this article is to explore the relationship between technology integration and play from a whole child perspective, specifically through online play groups. As play continues to decline and vanish from our schools completely, the author believes we must reexamine the countless benefits of play across STREAM education. With current digital advancements, children will adapt to online play and continue to develop their creative and analytical skills. The author suggests that with continued support from parents and educators, children who are encouraged to have a say in what and how they learn can use online play to build a solid STREAM foundation.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2048
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 78-87
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2048/1240
Copyright (c) 2021 Rebecca Horrace
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2049
2021-06-02T21:33:27Z
ijwc:PT
Page Turners: Books for Children
Genest, Maria T
Jacobs, Katrina Bartow
Meyer, Carla K.
Sobolak, Michelle J.
Crawford, Patricia A.
Ten recommended books for children are described.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2049
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 88-90
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2049/1241
Copyright (c) 2021 Maria T Genest, Katrina Bartow Jacobs, Carla K. Meyer, Michelle J. Sobolak, Patricia A. Crawford
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2050
2021-06-03T09:13:52Z
ijwc:ESS
The Impact of Emotional Intelligence among Children with Disabilities and the Role of Professional Educators and Caregivers: A Literature Review
Munday, Peri
Horton, Christan
Throughout the process of child development, emotions evidence a vital role. This conceptual analysis focuses on the significant position of emotional intelligence and children with disabilities and other special needs. Emotional Intelligence (EI) is a concept that describes the ability to recognize personal emotions and how emotions trigger behaviors. Many educational settings, including kindergarten through 8th grade and post-secondary institutions, and health care facilities remain as the forerunners of 1) providing age-appropriate learning, highlighting child development, 2) training the next generation of professionals to work with individuals with disabilities, and 3) promoting continuity of care in facilities tailored to guide and promote effective growth and development for persons with disabilities. Many post-secondary academic programs involve foundational EI techniques that focus on quality-based service delivery and preparing graduates for practice in diverse settings. In addition, an increasing number of graduates advance into alternative therapies such as physical or occupational therapy, speech therapy, and respiratory therapy to implement their acquired skillset to further support persons with disabilities. This premise assumes that a degree from a program that places emphasis on the foundations of EI instills graduates with an increased capacity for empathic relationships, a broad spectrum of understanding mental connections to physical conditions, and an insightful understanding of the world and how significant issues may be affecting individuals through an EI lens.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2050
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 91-107
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2050/1242
Copyright (c) 2021 Pero Munday, Christan Morton
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2051
2021-06-02T21:33:27Z
ijwc:updates
Updates
Wilson, Tiffany
Thank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of the whole child. To improve the efficiency of the journal, we have updated our submission and publication dates. Beginning Fall 2021, submission deadlines for the Fall will be September 30th. The submission deadline for the Spring will be February 28th. The Fall issues will be published in December and the Spring issue will be published in May. Lastly, our journal has officially moved to the APA 7th edition. We ask that all authors adhere to this edition when submitting your manuscript for review. Thank you again for your continued support. We look forward to seeing you in Fall 2021.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2051
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 108
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2051/1243
Copyright (c) 2021 Tiffany Wilson
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2052
2021-06-03T09:32:12Z
ijwc:Editors
Introduction
Wilson, Tiffany
This Spring issue provides readers with information related to the challenges of Covid-19 and the importance of teacher self-care. Moreover, this issue also provides content related to students with disabilities and the impact technology and intentional planning can have on play. The IJWC continues to be committed to promoting holistic learning and the development of children.
International Journal of the Whole Child
2021-06-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2052
International Journal of the Whole Child; Vol. 6 No. 1 (2021): International Journal of the Whole Child; 6-8
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2052/1244
Copyright (c) 2021 Tiffany Wilson
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2145
2022-01-04T10:48:49Z
ijwc:Editors
Introduction
Wilson, Tiffany
This Fall issue provides readers with an array of information that includes challenges of Covid-19 and instructional practices that support diverse student populations. The IJWC continues to be committed to promoting holistic learning and the development of children.
Read the PDF for full details.
International Journal of the Whole Child
2021-12-20
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2145
International Journal of the Whole Child; Vol. 2021 No. 6 (2): International Journal of the Whole Child ; 6-8
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2145/1299
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2146
2021-12-20T10:12:10Z
ijwc:ART
Designing Clothing Patterns to Promote Fine Motor Skills: A Research and Development Project
Kustiawan, Usep
Maningtyas, Rosyi Damayani T.
Putra, Arda Purnama
Asmah, Ayu
Clothing Patterns
Simple Sewing
Early Childhood Fine Motor Skills
Early childhood provides an opportunity for teachers to stimulate, guide, nurture, and plan learning experiences that are helpful in supporting children's abilities and skills. Presently, there is a need for more and varied experiences that are attractive and engaging for children. In this project, teachers provide learning experiences to nurture children’s emerging abilities in fine motor skills. The purpose of this exploratory research and development project is to effectively design clothing patterns in order for children to engage in simple sewing experiences as an effective instructional medium for developing children’s fine motor skills. In addition, it isimportant to consider the product development as well as the method when designing experiences for young children.
International Journal of the Whole Child
2021-12-20
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2146
International Journal of the Whole Child; Vol. 2021 No. 6 (2): International Journal of the Whole Child ; 9-18
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2146/1298
http://creativecommons.org/licenses/by-nc-nd/4.0
oai:ojs.pkp.sfu.ca:article/2147
2021-12-20T10:12:10Z
ijwc:ART
Developing Children’s Resilience and Overcome Recent Challenges
Alzahrani, Mona Moshen
Child Development
Early Childhood
Resilience Research
Resilience
This conceptual paper begins by clarifying what resilience is, and the importance of resiliencefor young children. Next, the resilience concept is explored from different views of scholars inthe current literature along with ways to use intervention strategies, how to construct resilience inchildren's lives, defined both of risk factors and protective factors, and a definition of resilienceresearch is discussed. Lastly, implications for practitioners and future challenges in the area ofresilience are explored.
International Journal of the Whole Child
2021-12-20
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2147
International Journal of the Whole Child; Vol. 2021 No. 6 (2): International Journal of the Whole Child ; 19-26
2474-297X
eng
http://libjournals.mtsu.edu/index.php/ijwc/article/view/2147/1300
http://creativecommons.org/licenses/by-nc-nd/4.0
7ca22bdfd40ccfde2dbf664890fcf983