Parent perspectives on learning and play in children’s museums

In the era of continuous and profound integration of digital technology and daily learning life, a large number of children's digital learning products have emerged and been used by children. In the field of outdoor study and learning activities, the study manual is an important carrier to supplement the content of activities to assist children in learning, but the traditional paper manual design is not in-depth enough to study the needs of the target subject and its design method cannot meet the needs of the times, and cannot bring children experiential learning in the study and learning activities. In study and learning activities, digitalization guides children's behavior and immerses them in study and learning activities, which can stimulate their interest in learning and improve learning efficiency. For this reason, this paper explores the design of digital outdoor study manual for children's learning behavior guidance. Based on the theoretical perspective of behaviorism psychology, this paper analyzes the learning behavior psychology of children in study activities, summarizes the characteristics of their learning behavior, and designs the flow chart of children's learning methods and observation behavior process in study activities in combination with the relevant theories of behavioral design. Through the questionnaire data, we analyzed the influencing factors of children's willingness to use the digital outdoor study manual. Finally, we tried to build the design strategy of the digital outdoor study manual that actively guides children's learning behavior. Provide reference for the design of children's digital outdoor study manual, assist the implementation of outdoor study activities, and make contributions to the development of digital education.

The aim of this project was to make children's activities on digital devices visible, in order to be understood, which could then assist educators to extend these activities, thus potentially increasing children's learning. The purpose of the study was to explore the children's activities as they used a range of digital technologies. The research was framed by two research questions: a) 'what activities do children engage in around digital devices within an early childhood classroom?' and b) 'how do these activities relate to elements of Vygotsky's theorisation about young children's play?' By examining these questions the study, which will inform early childhood education practices through four implications in learning with and through technologies in early childhood settings. Historically, the research literature in early childhood technologies has focused on educators' use of technological devices with a focus on using desktop computers. Researchers exploring digital technology in early childhood education have called for further investigation into the role digital technology plays in the current context. This includes thinking beyond how educators use technologies in the classroom to the implications for children's play, learning and development; and what this might mean for pedagogy and curriculum. This study used a single site, case study approach where the researcher, who was also the educator, along with the children, documented the use of two iPadsREPLACE1, two digital cameras, a FlipREPLACE1 camera and a computer within the kindergarten classroom. Sociocultural theory framed the research, in particular Vygotsky's views on children's play, learning and development. Both qualitative and quantitative methods were used for analysing the data collected and the results were then discussed in detail.;The study resulted in four main findings which were: 1) digital devices are supportive cultural tools for fostering social interactions; 2) time is needed to explore the technology; 3) digital devices assist leading activity; and 4) children shift from recording artefacts to recording imaginative episodes. These findings formed the basis of four implications for educators which included: 1) educators need to provide children with the time and knowledge to appropriately use ICT and extend their learning; 2) educators need to plan, provide for and encourage social interactions between children using digital technologies; 3) educators need to develop children's skills as mentors for each other in their ICT use; and 4) educators need to consider and provide apps that encourage imaginative play. This investigation identified the necessity for further research around children's need for time to explore digital devices to assist them in moving from explorative to imaginative behaviours

Within the Contextual Model of Learning framework, the authors conducted a study with electronic handheld guides at the Van Abbe Museum. The authors offered the general electronic tour using the ubiNext system for the duration of two weeks. This study investigated whether the use of multimedia content would increase the usage of the system compared to only visual content. In addition the authors were interested if the age of the visitors would influence the system's usage. The authors also investigated whether individual visitors use the system more compared to visitors who experience the museum in couples. More than half of the visitors only requested information for five or less objects independently of the visitor's age. Technical problems and usability issues might have caused many visitors to stop using ubiNext. Among those participants who heavily used the system, the display of multimedia content led to an increased usage compared to visual content only

A short sketch of the most important learning theories is developed. The recent adaptation of the Russian socio-historical learning theory in socio-cultural learning theory and cultural psychology is the most promising perspective today. It seems to have the potential to guarantee both enough conceptual flexibility and the necessary recognition of cultural differences to allow for a strong and emancipating reorientation of math education. To that end the old notion of ‘zone of proximal development’ by Vygotsky is assessed and reformulated with the help of recent psychological conceptual critiques in the field. This learning theory is elaborated on for math education. A philosophical frame of reference on human beings, development/learning and goals and values of education is found in the capabilities theory of Sen and Nussbaum (added in Chap. 12 of this book).

Sociocultural learning theory can help us address difficulties in achieving assessment for learning by expanding what we think of as learning and when we think learning occurs.

Behavior of children learning in Kuamang Subdistrict of Lembah Melintang Regency of West Pasaman still in low category. This is presumably because the experience of his parents is in the low category, so this study aims to reveal a picture of the parents experience, a picture of the behavior of children's learning in Kuamang Subdistrict of Lembah Melintang Regency of West Pasaman District, and the relationship between the two variables. This research is correlation research with teen population which amount 60 people and sample 36 people by using Area random sampling technique, where as data collection tool used is questionnaire with data analysis of percentage calculation and using Product Moment formula to see the relationship of both variables. The results showed that parents experience applied to children is in the low category, the behavior of children's learning at home is in the low category, and there is a significant relationship between the parents experience with the behavior of children's learning at home for it is suggested that parents need to improve understanding and knowledge so that the behavior of learning his son to be better again.

Children's behavioral problems represent a domain that attracts attention from various perspectives. As they are a significant factor in the overall understanding and analysis of each child's development, they become the subject of many considerations that result in different interpretations and explanations, which ultimately contribute, among other things, to theoretical and empirical complexity. This paper aims to examine terminological inconsistencies in the formulation and interpretation of children's behavioral problems, with a particular focus on the externalized form of social behavior issues. Special attention is given to analyzing its various manifestations and characteristics through the lens of plentiful theoretical and empirical findings. Taking into account the research trends that suggest a strong correlation with multiple influencing factors, the paper also highlights key determinants of children's social behavior problems. Some of the key conclusions highlight the relevance of a clear distinction between concepts that are closely related but not synonymous, accurately positioning different forms of externalized behavior in relation to other types of children's social behavior, and recognizing the strong connection between this form of social behavior and children's overall development. Since its effects are evident within personal, familial, peer, and institutional contexts, the timely identification of behavioral problems and the implementation of specific support measures and interventions for children, families, and the community emerge as a necessity.

This study aims to analyze the effect of the implementation of a holistic Islamic education model on character formation and student achievement at MIN 2 Labuhanbatu Rantauprapat. Holistic Islamic education is an approach that emphasizes the integration of spiritual, intellectual, and social values ​​in the learning process, which is believed to be able to shape a child's personality that is balanced and has noble morals. This study uses a quantitative approach with a correlational study design. The study population was 100 students, with a sample of 30 students taken through a saturated sampling technique from class VA consisting of 15 boys and 15 girls. Data collection was carried out using a questionnaire instrument designed based on indicators of holistic Islamic education, covering cognitive, affective, spiritual, and social aspects. Data analysis was conducted to examine the relationship between the implementation of holistic Islamic education and character formation and student achievement. The results of the study indicate that the implementation of a holistic Islamic education model has a significant effect on character formation and improving children's learning achievement. These findings reinforce the urgency of a comprehensive educational approach based on Islamic values ​​in early childhood education. The implications of the results of this study are expected to be a strategic reference for educational institutions and policy makers in designing integrative, contextual, and sustainable learning models.

A long history of theory exists to underpin our understanding of how to engage individuals and communities in more effective environmental conservation and sustainability practices. Yet rarely do we delve deeply into sociocultural theories of learning, which help demonstrate how learning and action are fundamentally intertwined in our interactions, our societies, and the world around us. To our detriment we ignore this compelling, well-grounded, and robust body of empirical and theoretical evidence. As climate change, biodiversity loss, and other pressing social-ecological issues intensify, the key to stemming and solving the greatest challenges of our time requires engaging individuals and communities. In this theoretical paper, we attend to the history and underpinnings of sociocultural theories of learning and their implications for environmental literacy, in particular, collective environmental literacy. We also discuss how such underpinnings are important to understand when pursuing carefully designed, actionable, and effective sustainability solutions.

Children of first-time mothers experience an elevated risk of unintentional injuries, though little is known about the safety practices of first-time mothers. The current study aimed to identify factors that influence how first-time mothers respond to young children engaging in injury-risk behaviors in the home. Based on past research regarding influences on non-first-time mothers' safety practices, factors considered herein included: demographic attributes, parent personality, parenting style, and family context. : First-time mothers (N = 74) of young children (M = 24.39 months) were exposed to hypothetical scenarios in which a child's behavior could be interpreted in terms of misbehavior or threats to their safety; mothers were advised to react as if the child were their own. Analysis of verbatim responses made by mothers to their children indicated that first-time mothers were significantly more concerned with correcting undesirable behaviors than addressing safety risks. High scores on parent permissiveness and conscientiousness were protective, predicting higher frequencies of teaching/explaining responses about safety, which has been shown to moderate children's injury-risk behaviors. In contrast, greater household chaos and lower conscientiousness were risk factors, predicting more power-assertive responses, which are ineffective for stopping children from engaging in injury-risk behaviors. : Injury prevention interventions may benefit first-time parents by assisting them to enact strategies that teach young children about safety, reduce power-assertive parenting, and moderate the level of household chaos. Suggestions for future research are discussed.

Recent studies in both developed and developing societies have established a connection between socio-cultural background and child upbringing. While socio-cultural activity is an important factor in a child’s upbringing, there is a dearth of research about how socio-cultural factors hinder child development. This study employs the sociocultural theory of learning to review how the socio-cultural practices of the Fulani people impact the schooling of Fulani children in Nigeria. The Fulani people of Nigeria own over 90 percent of about 15.3 million heads of cattle. It is noted that beef production from Fulani’s cattle farm constitutes a significant portion of the animal protein consumed by the people of Nigeria. However, despite Fulani’s prowess in cattle rearing, which contributes significantly to the economy of Nigeria, their children are highly disadvantaged when it comes to access to qualitative education. The researcher searched through the Directory of Open Access Journals (DOAJ) for literature published between 2014 to 2024 using keywords like cultural influence, sociocultural learning theory, and the schooling of Fulani children. While the study employs the content analysis method to review the existing literature, the question that this presentation seeks to answer is: Why are the children of Fulani people disadvantaged educationally? What does this tell us, the community engagement advocates, about community culture/socio-economic activities, and children’s schooling? How can we organize community engagement and development to support socio-cultural re-engineering efforts?

Fashioning the Curator: The Chinese at the Lambing Flat Folk Museum

Background of the study: Early childhood is a crucial stage of rapid development across cognitive, motor, social, and emotional domains. To support this growth, learning approaches that foster creativity and independence are essential. Nature-based learning provides opportunities for children to interact directly with their environment, offering rich multisensory experiences that stimulate imagination, creativity, and problem-solving. Through exploration and hands-on engagement with nature, children also develop autonomy, responsibility, and risk assessment skills. This study explores the role of nature-based learning in fostering creativity and independence in the context of Early Childhood Education (ECE) in Indonesia. Aims and scope of paper: This paper examines how nature-based learning can enhance creativity and independence in children aged 0–6 years. It discusses key theories, principles, and benefits, provides practical applications from ECE settings, and highlights the role of educators in designing effective nature-based learning experiences. Methods: A literature review approach was used, drawing from academic journals, books, and relevant articles. The data were analyzed qualitatively to identify concepts, benefits, and teaching strategies related to nature-based learning in early childhood. Results: The findings suggest that nature-based learning significantly supports the development of creativity and independence. Activities like outdoor play, exploration, and gardening enhance children's ability to express ideas and solve problems, while also fostering decision-making and self-regulation. Educators play a vital role as facilitators in creating safe, engaging environments that promote meaningful exploration. Contribution: This study offers practical guidance for ECE educators and contributes to the academic discussion on holistic, contextual learning models that support young children's development.

Behavioral interventions are important in the management of patients with Alzheimer's disease, as reviewed by Marcia Barinaga in her News Focus of 6 November (p. [1030][1]). We do not agree, however, with her emphasis on the conceptual model of “regression toward infancy…backward march through development.” Alzheimer's patients are not children, despite superficial similarities. The physiological processes of learning in childhood and of skill loss with Alzheimer's disease are not the same. Learning in childhood is related, in part, to myelination of white matter tracts, but the dementia of Alzheimer's disease is not caused by demyelination, but by amyloid β protein deposition and loss of neurons and synapses. Moreover, the psychological processes underlying behavior in children are not the same as in Alzheimer's disease (for example, children often fail to cooperate because of inattention, Alzheimer's patients may not cooperate because of inability). Each Alzheimer's patient has a lifetime of experiences that determines their unique set of human qualities, qualities that are not lost, even as the memories of these experiences are lost. To see Alzheimer's patients as recipients of “developmental age appropriate activities” is to see them defined by their incapacities and not by their distinctive human qualities. To view Alzheimer's patients as children is to deny their individuality ([1][2]). 1. [↵][3]1. A. J. Heschl , The Insecurity of Freedom (Schocken, New York, 1958), pp. 24-38. [1]: /lookup/doi/10.1126/science.282.5391.1030 [2]: #ref-1 [3]: #xref-ref-1-1 View reference 1 in text

This study aims to determine the impact of the intensity of the influence of smartphones on children's behavior. The impact of the intensity of the influence of smartphones on children's behavior has a bad impact on children's behavior if it is not balanced with proper supervision. This research uses qualitative descriptive methods as a stage in carrying out research. This study was carried out in Cijoho by taking the subject of parents of children and children of smartphone users as the subject of the study. This research used data collection techniques including the observation, interview, documentation and recording stages. The results showed that the use of smartphones by children is based on individual needs, especially during the Covid-19 pandemic, children's learning is all online. Smartphones can be a means of learning and entertainment for children because they provide a lot of needed information. In addition to these beneficial things, the continued use of smartphones has a bad impact on children's behavior.