Publisher: Middle Tennessee State University   (Total: 2 journals)   [Sort alphabetically]

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J. of Small Business Strategy     Open Access   (Followers: 1, SJR: 0.232, CiteScore: 1)
Intl. J. of the Whole Child     Open Access  
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International Journal of the Whole Child
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2474-297X
Published by Middle Tennessee State University Homepage  [2 journals]
  • Introduction

    • Authors: Tiffany Wilson
      Pages: 6 - 9
      Abstract: This Fall issue provides readers with diverse perspectives on a variety of topics including the impact Covid-19 had on pre-service teachers, Korean mothers, and children’s social skills. Moreover, this issue discusses how music can be utilized to increase literacy in the classroom, the benefits of structured and unstructured play, and recommended toys for play.  The IJWC continues to be committed to promoting holistic learning and the development of the whole child.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Possible Selves of Pre-service Elementary School Teachers in the Time of
           Covid-19 Pandemic: A Sequential Explanatory Mixed Method Study

    • Authors: Ceyhun Kavrayici
      Pages: 10 - 27
      Abstract: The authors of this study utilized the possible selves theory to examine pre-service elementary school teachers’ understanding of their future potential and its effects on their future orientations. Possible selves theory describes a person’s understanding of themselves in the future based on an understanding of their past and present self. The findings of this study suggest that pre-service teachers have confidence in the teaching profession (professionalism) and expect a collaborative environment (learning to teach). Additionally, they are not afraid of being an uncaring or boring teacher. However, due to the limitations of online learning, they do worry about classroom management. Continued development of pre-service teacher practicum/ observation as well as support in technology and management is necessary for the development of pre-service teacher skills.  
      PubDate: 2022-12-13
      Issue No: Vol. 7, No. 02 (2022)
       
  • Parenting and Education Involvement of Korean Mothers During the Covid-19
           Pandemic

    • Authors: Sungok Reina Park, Jeongae Kang
      Pages: 28 - 38
      Abstract: The COVID-19 pandemic quickly forced us to adapt to a new normal. As schools switched to distance learning, parents experienced increased childcare responsibilities and were thrust into new roles as teachers at home. This unexpected shift to new roles brought extraordinary disruption that becomes more challenging for families living apart, especially Korean families who represent more traditional beliefs. One of these values is to highly regard education.  In this study, researchers explore the unique experiences of Korean mothers who were geographically distant from their spouses during the COVID-19 lockdown. Through interviews with the participant mothers with school-age children, researchers explore how the COVID-19 lockdown created changes in childcare and education involvement of Korean mothers.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Implementing Phonological Awareness in Saudi Arabia Kindergarten

    • Authors: Riham Alsultan
      Pages: 39 - 47
      Abstract: Phonological awareness (PA) is a word that has recently gained currency in the field of early literacy instruction. There is a large corpus of research on how to teach PA to young language learners. In spite of these relevant data, there is a dearth of literacy information on PA in Arabic, especially targeting Saudi students. The focus of this discussion is to describe how to introduce phonological awareness activities into the curriculum to benefit kindergarten-aged Arabic speakers in Saudi Arabia. In addition, this research review describes PA abilities and the significance of rhymes, rhythms, and syllables. Finally, this paper will also provide examples illustrating how Saudi teachers may use the holistic language theory (i.e., whole language approach) to implement PA through the use of games, songs, and storyboards comprised of rhymes, rhythms, and syllables. The implications suggest PA is essential for young Saudi learners’ mastery of reading, speaking, and learning Arabic.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Discussion-Based Pedagogy to Promote Socio-emotional Learning and
           Well-Being Among Students in a Japan

    • Authors: Yoko Kitami, Lois A. Yamuchi
      Pages: 48 - 59
      Abstract: The Japanese educational system is highly competitive and applies high stakes standardized admission testing. As this approach has led to student stress and a narrow instructional focus, the Japanese Government revised educational goals toward more holistic development of well-rounded citizens who are healthy, independent, creative, and work collaboratively with others. However, many teachers did not know how to promote these new goals. This study investigated Japanese educators’ application of Philosophy for Children, a discussion-based inquiry approach that has been used to promote socioemotional learning and well-being. Methods included email communications with 29 educators, analysis of Japanese language documents related to the approach in Japan, and observations of meetings of educators who used the method. Educators applied the approach to elementary, secondary, and university settings. The approach was used to promote socioemotional learning and critical thinking among Japanese children. Some have used the approach to facilitate children's healing after the Tohoku earthquake and other trauma. Facilitators applied the approach outside of the classroom in public settings like train stations to promote everyday citizens’ expression and understanding. The results suggest that Philosophy for Children has the potential to promote holistic goals for children and adults.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Recommended Toys for the Playroom

    • Authors: Hannah Robinson
      Pages: 60 - 61
      Abstract: When working with children in counseling, it is often difficult to decide which toys to include in the playroom. Landreth (2012) recommends that toys be intentionally selected instead of collected. Play is a child’s universal language and toys are their words; therefore; each and every toy should be purposeful (Landreth, 2012). The carefully chosen toys allow children an ability to express a full range of emotions, with toy categories including the following: real-life toys, acting-out aggressive-release toys, and toys for reactive expression and emotional release. Real-life toys may include toys that can represent figures and materials in the child’s life such as puppets, dolls, vehicles, a play kitchen, a cash register, and food. Acting-out aggressive release toys include toys such as a bop bag, play guns, and a shark. Finally, toys for reactive expression and emotional release may include paints, sand, and Play Doh. With these toys in the playroom, the therapist is able to establish a positive relationship with the child in which the child can express a wide range of feelings, explore real-life experiences, test limits, develop a positive self-image, develop self-understanding, and develop self-control (Landreth, 2012). Further recommendations for specific toys to include in your playroom as well as detailed information regarding structuring your playroom can be found in Landreth (2012).
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Destination Adventure: Virtual Field Trips that Won’t Disappoint!

    • Authors: Nancy Caukin
      Pages: 62 - 67
      Abstract: Who doesn’t love going on an adventure, seeing new sights, observing rare occurrences, talking to people from far away, and experiencing new things' Imagine the thrill students can have with doing things not before possible, all while deeply engaged and mastering academic standards. What about taking a trip to the Louvre in France, learning about corals in the Caribbean Sea, investigating ecosystems in Colorado, or learning about engineering by visiting an Amazon fulfillment center' Even if these may seem out of reach, each of these are possible via a virtual field trip. A virtual field trip (VFT) can be a great way to provide unique, one-of-a-kind experiences that will captivate students and provide meaningful, standards-aligned learning activities.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Music and Middle School Literacy

    • Authors: Sally Busby
      Pages: 68 - 78
      Abstract: This article provides beneficial strategies for using music in the middle school English classroom. Despite research describing the positive effects of using music to enhance learning, there is minimal discussion on specific ways of incorporating music into lessons. Music is a meaningful alternative allowing middle school students to connect with their world and, in doing so, create their own unique identities. This discussion identifies strategies whereby English teachers build upon students’ interest in music to frame engagement in critical thinking about a text including the events and characters, themes, and motifs. Students learn complex literacy skills within an environment of personal motivation and multimodal approaches.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Post-Pandemic Teaching in the Early Childhood Classroom: Supporting
           Children’s Social Skills to Enhance Play Experiences

    • Authors: Dawnita Gallo
      Pages: 79 - 100
      Abstract: Some or most preschool-age children experienced 15-20 months isolated from others due to the Covid pandemic. The isolation has not allowed young children the opportunity to participate in a group care setting with similarly aged peers. While the isolation was prudent to maintain the health of young children, it has not allowed children to gain the skills necessary to play with one another. Children learn by doing, and they have not been able to participate in play-based interactions with others. In this article, I pose three scenarios demonstrating how teachers can intentionally scaffold young children’s interactions, thereby, furthering their social skills.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Adverse Childhood Experiences of Elementary School Students Exacerbated by
           Covid-19: A Conceptual Framework

    • Authors: Tyreeka Williams, Angel Dowden
      Pages: 101 - 108
      Abstract: Prior to the COVID-19 pandemic, 44% of elementary-aged students reported experiencing adverse childhood experiences, while 13% reported experiencing three or more (Blodgett & Lanigan, 2018). During the COVID-19 pandemic, parents faced many hardships such as economic and health disparities. This resulted in an influx of reported and presumably unreported adverse childhood experiences. The most reported experience included child neglect and psychological maltreatment (Sonu et al., 2021). While not seen as popular in the media and literature, the impact of psychological maltreatment is more severe than any other form of abuse (Hines, 2020). This paper will discuss the current conceptual findings, legal definitions, theoretical underpinnings, policy and practice implications as it relates to child neglect and psychological maltreatment of elementary-aged children.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • STEAM Education and the Whole Child: Examining Policy and Barriers

    • Authors: Rachael Pearson
      Pages: 109 - 120
      Abstract: Whole Child education nurtures five tenets of the child to ensure they are healthy, safe, engaged, supported, and challenged during their time at school. STEAM programs coincide with the Whole Child approach as it allows them to expand their critical thinking and problem-solving skills, build their social-emotional needs, and be prepared for the 21st century workforce. STEAM programs are designed to emphasize inquiry and an interdisciplinary approach that reflects the tenets of the Whole Child paradigm. Much of the research that has been done in STEAM and Whole Child education pushes for further implementation of high-quality programs in schools so students can learn in a way that best fits their needs. However, there are many barriers and funding issues that preclude schools from the full implementation of high-quality, Whole Child STEAM programs that foster equity and accessibility especially for marginalized populations. These barriers and suggestions for overcoming them are discussed through a policy lens so curriculum can be flexible and more interdisciplinary and so that students have multiple opportunities to be nurtured in their creativity.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Education by the Numbers

    • Authors: Donald Snead
      Pages: 121 - 123
      Abstract: Education is one of the dominant factors in determining how developed a country is. Education is essential in ending poverty, fighting inequality and injustice, and protecting the planet (Schmidt, 2018). Approximately 90% of Americans over the age of 25 have a high school diploma, 34% have a bachelor’s degree, and 13% have an advanced degree [ (master’s professional, doctorate or combination), NCES, 2021].
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Let the Games Begin: Why Structured and Unstructured Play Should be
           Utilized in the Classroom

    • Authors: Carleigh Slater
      Pages: 124 - 134
      Abstract: The role of school has drastically changed over the past several decades. Standards and added subjects lead to a challenging and narrow view of education. The consequences of added pressure undermine the role of play throughout K-12 school systems. Research studies continue to describe play as vital for the success of children’s development and subsequent academic achievement, not only for younger children, but older children as well. This article explores how play and gamification utilized within all classrooms, including intermediate, middle school and high school classrooms, can provide a comprehensive approach to support both students’ academic content understanding and social and emotional development. Play-based and game-based learning reinforces intrinsic motivators which lead to children’s lifelong learning mindset and allows for students to take a more participatory role in their education.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • Page Turners: Books for Children

    • Authors: Maria Genest, Katrina Bartow, Carla K. Meyer, Michelle J. Sobolak, Patricia Crawford
      Pages: 135 - 138
      Abstract: A Bear Far from Home Written by Susan Fletcher Illustrated by Rebecca Green Anne Schwartz Books, 2022 ISBN 978-0-593-18189-8   A snowy white polar bear lives joyfully and moves freely in frigid Norway. . . until the day that everything changes. Suddenly, the bear’s days of romping through snow and swimming in icy waters are over.  The bear is trapped, caged, and shipped off to a foreign land; presented as a gift from the King of Norway to the King of England. Based on historical documents from 13th century Europe, this beautifully illustrated picture book introduces young readers to the menagerie of animals, creatures from all corners of the world, that were kept at the Tower of London. The poignant text points to the sad captivity faced by one bear, but fortunately, also leaves readers with a sense of hopefulness, when the King of England orders that the bear be allowed to swim and fish in the river each day. This compelling storyline has historical moorings and could serve as a powerful tool for learning about animal rights and humane education. Ages 4-8.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
  • IJWC Updates

    • Authors: Tiffany Wilson
      Pages: 139 - 139
      Abstract: 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. The submission deadline for Spring 2023 is February 28th. The submission deadline for the Fall 2023 will be September 30th. The Spring issue will be published in May and the Fall issue will be published in December. Thank you again for your continued support. We look forward to seeing you in Spring 2023.
      PubDate: 2022-12-12
      Issue No: Vol. 7, No. 02 (2022)
       
 
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