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Preschool Teachers’ Pedagogical Awareness – A Key Competence
Sonja Sheridan 한국아동권리학회 2016 아동과 권리 Vol.20 No.4
In research, preschool teacher competence is highlighted as fundamental for children’s wellbeing, learning and development in preschool. This article aims to discuss pedagogical awareness as a key aspect of preschool teacher competence. The question explored is: How is preschool teachers’ pedagogical awareness expressed in relation to curriculum goals, contents and situations in preschool? The theoretical framework is based on interactionist perspectives and ecological systems theory, in which individuals and the environment influence and are influenced by one another in a con¬tinuous interaction (Bronfenbrenner, 1979, 1986). From a meta-perspective, consistency and inconsistency in preschool teachers’ expressions of views and standpoints on quality, organisation and children’s learning are analysed in relation to the Swedish preschool curriculum, research on preschool quality, preschool teacher competence and children’s early learning in preschool. The results highlight different qualities of pedagogical awareness in preschool teachers’ understanding of quality issues, organisation and curriculum goals. The results show that pedagogical awareness is central in preschool teachers’ self-education and lifelong learning processes and vital for creating high quality conditions for children’s learning and development in Swedish preschool.
Letting Students Choose: How Culture Influences Text Selection in EFL Reading Courses
Robert Sheridan,Barry Condon 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.2
Past research has suggested the use of culturally familiar reading texts increases language acquisition and student interest in the EFL classroom. The present study was conducted to investigate whether L2 learners prefer reading culturally familiar texts over culturally unfamiliar ones. A second prong of this study clarified which topics students are most interested in studying. As part of an elective EFL course, 43 Japanese university students were asked to select and read one simplified English newspaper article each week over a 12-week period from six topic categories: environmental issues, pop culture, tourism, sports, crime, and food. Each topic category consisted of 13 culturally familiar and 13 culturally unfamiliar simplified newspaper articles. Results revealed participants preferred culturally familiar texts to a statistically significant degree, and selected “lighter” topics more frequently than “heavier” topics. Further analyses revealed L2 proficiency had a significant effect on the cultural context that learners selected, and gender had a significant effect on the topics they chose. These findings provide important insights to EFL educators and material designers as they show learners strongly prefer culturally familiar materials, and the results further indicate broadly the kinds of cultural topics students find most interesting.
Competence to Teach a Point of Intersection for Swedish Preschool Quality
Sonja Sheridan,Pia Williams,Susanne Garvis The Pacific Early Childhood Education Research Ass 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.2
This article aims to highlight preschool teachers’ teaching competence as one critical aspect of Swedish preschool quality. The study was based on quality evaluations using the Early Childhood Environment Rating Scale. Data was collected from 153 preschools and analysed with descriptive statistics for the subscales. The standpoint of the article is that children learn and develop by communicating and interacting with their environment, highlighting how intentions and circumstances between and within systems and contexts affect preschool teaching and conditions for children’s learning. To evaluate high-quality preschool education, two subscales with the lowest quality scores, Language and literacy and Learning activities, were chosen to explore teaching, as they embrace items and criteria that depend on teaching. The results highlight distinct patterns of variation in quality. The competence to teach is a point of intersection for the quality in preschool, and conditions for children’s learning. Areas in need of competence development are subject, and didactic knowledge competence in relating to children in dialogue, child-focused strategies, clarifying and communicating an object of knowledge by integrating play, care, and learning in teaching.
David C. Sheridan,Steven Baker,Ryan Dehart,Amber Lin,Matthew Hansen,Larisa G. Tereshchenko,Nancy Le,Craig D. Newgard,Bonnie Nagel 대한신경정신의학회 2021 PSYCHIATRY INVESTIGATION Vol.18 No.10
Objective Suicide is the 2nd leading cause of death in adolescence, and acute pediatric mental health emergency department (ED) visits have doubled in the past decade. The objective of this study was to evaluate physiologic parameters relationship to suicide severity. Methods This was a prospective, observational study from April 2018 thru November 2019 in a tertiary care pediatric emergency department (ED) and inpatient pediatric psychiatric unit enrolling acutely suicidal adolescent patients. Patients wore a wrist device that used photoplethysmography for 7 days during their acute hospitalization to measure heart rate variability (HRV). During that time, Columbia Suicide Severity Scores (CSSRS) were assessed at 3 time points. Results There was complete device data and follow-up for 51 patients. There was an increase in the high frequency (HF) component of HRV in patients that had a 25% or greater decrease in their CSSRS (mean difference 11.89 ms/ Hz ; p-value 0.005). Patients with a CSSRS≥15 on day of enrollment had a lower, although not statistically significant, HF component (mean difference -8.34 ms/ Hz; p-value 0.071). Conclusion We found an inverse correlation between parasympathetic activity measured through the HF component and suicidality in an acutely suicidal population of adolescents. Wearable technology may have the ability to improve outpatient monitoring for earlier detection and intervention.
Heart Rate Variability Analysis: How Much Artifact Can We Remove?
David C,Sheridan,Ryan Dehart,Amber Lin,Michael Sabbaj,Steven D,Baker 대한신경정신의학회 2020 PSYCHIATRY INVESTIGATION Vol.17 No.9
Objective Heart rate variability (HRV) evaluates small beat-to-beat time interval (BBI) differences produced by the heart and suggested as a marker of the autonomic nervous system. Artifact produced by movement with wrist worn devices can significantly impact the validity of HRV analysis. The objective of this study was to determine the impact of small errors in BBI selection on HRV analysis and produce a foundation for future research in mental health wearable technology. Methods This was a sub-analysis from a prospective observational clinical trial registered with clinicaltrials.gov (NCT03030924). A cohort of 10 subject’s HRV tracings from a wearable wrist monitor without any artifact were manipulated by the study team to represent the most common forms of artifact encountered. Results Root mean square of successive differences stayed below a clinically significant change when up to 5 beats were selected at the wrong time interval and up to 36% of BBIs was removed. Standard deviation of next normal intervals stayed below a clinically significant change when up to 3 beats were selected at the wrong time interval and up to 36% of BBIs were removed. High frequency HRV shows significant changes when more than 2 beats were selected at the wrong time interval and any BBIs were removed. Conclusion Time domain HRV metrics appear to be more robust to artifact compared to frequency domains. Investigators examining wearable technology for mental health should be aware of these values for future analysis of HRV studies to improve data quality.
Preschool Quality and Young Children's Learning in Sweden
Ingrid Pramling Samuelsson,Sonja Sheridan 육아정책연구소 2009 International Journal of Child Care and Education Vol.3 No.1
With a background in key factors supplied by European stakeholders within early childhood education and care (ECEC), Swedish policy is described. Sweden has a longstanding policy of equity and equality in which ECEC is the hub of the family, society and the life of the children themselves. While Swedish ECEC is ranked as one of the ‘best’ in the world, an empirical study shows a significant variation in preschool quality as regards the environment created for young children’s (1 to 3 years) learning. The qualities of a country’s ECEC is much more diverse and complex than it would appear from the national comparisons carried out by various agencies