Чтобы использовать цитирование, отправку по электронной почте, сохранение и экспорт, сначала выберите элементы результатов.
У вас может быть доступ к полной статье.
Попробуйте войти через свое учреждение и проверьте, есть ли у него доступ к полному тексту.
Three-year-old Emily Is singing to a rag doll In the dramatic play area, pretending to rock her to sleep. Ana, also 3, snatches the doll from Emily's hands. Ana says, "Baby wants sleep!" Upset, Emily says, "It's my baby! I am rocking her to sleep!" Ana insists that the baby needs to be under the blanket. She lies down with the doll for a second, then jumps up to close the blinds.
At first glance, a teacher may view this situation as a behavioral issue-Ana needs to understand that no one can take another's toy without permission. While the behavior is important to address, Ana and Emily's teacher, Ms. Jones, is also aware that young children have a deep understanding of their own cultural routines and a strong desire to follow those routines. While acknowledging that Ana's method was not appropriate, Ms. Jones realizes that Ana was trying to prevent an uncomfortable situation for the "baby" by putting her to sleep according to the routine in Ana's home-lying down with the baby in a quiet, dark room.
To help all of her students understand that everyone has different cultural practices at home, and that all of them are to be respected, Ms. Jones decides to begin an exploration of the different ways children and families go to sleep. She searches for children's literature focused on how people go to sleep and chooses Where Children Sleep, by James Mollison; Why Cowboys Sleep With Their Boots On, by Laurie Knowlton; and The Napping House, by Audrey Wood. As Ms. Jones reads these books aloud, she supports the children in exploring the illustrations and comparing their home routines with those in the books. To broaden the discussions, Ms. Jones shows them photographs found on the Internet that depict the bedtime rituals of children from various countries. Many of these photos show how weather, house size and type, and parenting practices influence the ways children go to sleep. Within a few days, Ms. Jones and the children carry the investigation into the dramatic play area, where they pretend to put babies to sleep in hammocks, body wraps, cribs, beds, and sleeping bags, either alone or with dolls representing parents or siblings.
Although it is not possible to transform.