They‘re Kids, Aren‘t They?: Culture, Quality, and Contemporary Preschool

Daniel J. Walsh 한국유아교육학회 2005 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.11 No.2

A Few, of Many, Important Overlooked Ideas in Early Childhood Education

( Daniel J Walsh ) 한국유아교육학회 2013 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.19 No.2

A serious challenge facing academic disciplines is that, at any given moment, the discourse of a discipline is often dominated by a few perspectives. These dominant perspectives, which may be useful at the moment, often crowd out other perspectives. The result is that thinking in the discipline stagnates as new and interesting ideas are marginalized, or simply ignored. Disciplines develop through lively discussion, from dissent, from arguments, from the competition of ideas, not from agreement or orthodoxy. In our field, to give one example, for decades Piagetian theory kept other developmental perspectives from being taken seriously. Not until scholars like the great Margaret Donaldson (1978) challenged Piaget`s view of young children did the field become freed to move in different directions, which it has done, if slowly. In recent years, I have begun to look back on powerful ideas that have strongly influenced my research and teaching, but that have never received the attention that I believe they deserve. This special issue of the International Journal of Early Childhood Education explores a few of these important overlooked ideas in early childhood. Important is probably not the right adjective. These ideas are profoundly fertile. The ideas no doubt reflect my own preferences, and some common themes wind their way through all the articles. They do, nevertheless, deserve to become part of the ongoing conversation in the field. I believe that taking these ideas seriously can open the field up to new ways of thinking, to new paths to follow. As noted above, the strength of a field depends less on the agreement within the field than on the disagreements. The hope is to contribute a little to the disagreements in the field of Early Childhood Education.

Humility, Continuity, and Culture: Considering Some Contemporary Realities of Early Schooling

Daniel J. Walsh 한국유아교육학회 2006 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.12 No.2

Teaching in Culture

( Daniel J Walsh ) 한국유아교육학회 2013 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.19 No.2

Schooling is embedded in culture, and teaching is an inherently and intensely cultural act. This article explores the inherently cultural nature of teaching and suggests ways to make an understanding of culture central to teaching.

The cages, dynamics, and structuring of incipient methane clathrate hydrates

Walsh, Matthew R.,Rainey, J. Daniel,Lafond, Patrick G.,Park, Da-Hye,Beckham, Gregg T.,Jones, Michael D.,Lee, Kun-Hong,Koh, Carolyn A.,Sloan, E. Dendy,Wu, David T.,Sum, Amadeu K. Royal Society of Chemistry 2011 Physical chemistry chemical physics Vol.13 No.44

<P>Interest in describing clathrate hydrate formation mechanisms spans multiple fields of science and technical applications. Here, we report findings from multiple molecular dynamics simulations of spontaneous methane clathrate hydrate nucleation and growth from fully demixed and disordered two-phase fluid systems of methane and water. Across a range of thermodynamic conditions and simulation geometries and sizes, a set of seven cage types comprises approximately 95% of all cages formed in the nucleated solids. This set includes the ubiquitous 5<SUP>12</SUP> cage, the 5<SUP>12</SUP>6<SUP><I>n</I></SUP> subset (where <I>n</I> ranges from 2–4), and the 4<SUP>1</SUP>5<SUP>10</SUP>6<SUP><I>n</I></SUP> subset (where <I>n</I> also ranges from 2–4). Transformations among these cages occur <I>via</I> water pair insertions/removals and rotations, and may elucidate the mechanisms of solid–solid structural rearrangements observed experimentally. Some consistency is observed in the relative abundance of cages among all nucleation trajectories. 5<SUP>12</SUP> cages are always among the two most abundant cage types in the nucleated solids and are usually the most abundant cage type. In all simulations, the 5<SUP>12</SUP>6<SUP><I>n</I></SUP> cages outnumber their 4<SUP>1</SUP>5<SUP>10</SUP>6<SUP><I>n</I></SUP> counterparts with the same number of water molecules. Within these consistent features, some stochasticity is observed in certain cage ratios and in the long-range ordering of the nucleated solids. Even when comparing simulations performed at the same conditions, some trajectories yield swaths of multiple adjacent sI unit cells and long-range order over 5 nm, while others yield only isolated sI unit cells and little long-range order. The nucleated solids containing long-range order have higher 5<SUP>12</SUP>6<SUP>2</SUP>/5<SUP>12</SUP> and 5<SUP>12</SUP>6<SUP>3</SUP>/4<SUP>1</SUP>5<SUP>10</SUP>6<SUP>2</SUP> cage ratios when compared to systems that nucleate with little long-range order. The formation of multiple adjacent unit cells of sI hydrate at high driving forces suggests an alternative or addition to the prevailing hydrate nucleation hypotheses which involve formation through amorphous intermediates.</P> <P>Graphic Abstract</P><P>The dominant cages of clathrates are classified and the formation of multiple sI unit cells is reported from large-scale simulations. <IMG SRC='http://pubs.rsc.org/services/images/RSCpubs.ePlatform.Service.FreeContent.ImageService.svc/ImageService/image/GA?id=c1cp21899a'> </P>

Early Childhood Practitioners and Accreditation: Perspectives and Experiences

이진희,Daniel J. Walsh 한국유아교육학회 2006 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.12 No.1

This article investigates a contemporary influential form of evaluation in the field of early childhood education and care, NAEYC Accreditation. The purpose of this study is to illuminate how accreditation influences the dynamics of early childhood programs and practitioners and to explore the uses and limitations of criteria of quality developed externally to the programs being evaluated. Case studies of 2 early childhood centers, one, a day care serving primarily low-income families, the other, a large center with both day care and half-day preschool programs serving primarily middle class families, were conducted, utilizing observations, informal conversations and semi-structured interviews, and document analysis. Both case studies followed the process of seeking accreditation for a period of two years. We found that accreditation facilitated some changes in the centers’ structures, curriculum, and practices. However, it failed to promote dialogue among the centers’ staffs about meanings of program quality. Suggestions for improving the accreditation process are offered.

Computer-aided design of metal chalcohalide semiconductors: from chemical composition to crystal structure

Davies, Daniel ,W.,Butler, Keith T.,Skelton, Jonathan M.,Xie, Congwei,Oganov, Artem R.,Walsh, Aron Royal Society of Chemistry 2018 Chemical Science Vol.9 No.4

<▼1><P>The standard paradigm in computational materials science is INPUT: <SMALL>STRUCTURE;</SMALL> OUTPUT: <SMALL>PROPERTIES</SMALL>, which has yielded many successes but is ill-suited for exploring large areas of chemical and configurational hyperspace.</P></▼1><▼2><P>The standard paradigm in computational materials science is INPUT: S<SMALL>TRUCTURE</SMALL>; OUTPUT: P<SMALL>ROPERTIES</SMALL>, which has yielded many successes but is ill-suited for exploring large areas of chemical and configurational hyperspace. We report a high-throughput screening procedure that uses compositional descriptors to search for new photoactive semiconducting compounds. We show how feeding high-ranking element combinations to structure prediction algorithms can constitute a pragmatic computer-aided materials design approach. Techniques based on structural analogy (data mining of known lattice types) and global searches (direct optimisation using evolutionary algorithms) are combined for translating between chemical composition and crystal structure. The properties of four novel chalcohalides (Sn<SUB>5</SUB>S<SUB>4</SUB>Cl<SUB>2</SUB>, Sn<SUB>4</SUB>SF<SUB>6</SUB>, Cd<SUB>5</SUB>S<SUB>4</SUB>Cl<SUB>2</SUB> and Cd<SUB>4</SUB>SF<SUB>6</SUB>) are predicted, of which two are calculated to have bandgaps in the visible range of the electromagnetic spectrum.</P></▼2>

Ibasho: A Place Where One Belongs

( Sachiko Bamba ),( Daniel J Walsh ) 한국유아교육학회 2013 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.19 No.2

The concept of Ibasho comes from Japanese psychology. Ibasho (eeBAHsho) (Bamba, 2010; Bamba & Haight, 2009, 2011), refers to a place where a person feels a sense of peace, security, satisfaction, acceptance, belonging, and coziness (Hujitake, 2000; Sumida, 2003). We argue that early childhood educators should take this concept seriously. For the good of young children, and society, early schooling must be a place where children feel welcomed and accepted, where they can create their Ibasho.

Machine learning for molecular and materials science

Butler, Keith T.,Davies, Daniel W.,Cartwright, Hugh,Isayev, Olexandr,Walsh, Aron Nature Publishing Group UK 2018 Nature Vol.559 No.7715

<P>Here we summarize recent progress in machine learning for the chemical sciences. We outline machine-learning techniques that are suitable for addressing research questions in this domain, as well as future directions for the field. We envisage a future in which the design, synthesis, characterization and application of molecules and materials is accelerated by artificial intelligence.</P>

Preschool Teachers` Beliefs as Context for Children`s Emotional Development¹⁾

( So-young Sung ),( Daniel J. Walsh ) 한국유아교육학회 2016 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.22 No.2

This article explores preschool teachers` beliefs about children`s emotional development and about their role in children`s emotional development. This study explored how these beliefs form a context for children`s emotional development in early schooling. The research is framed by cultural psychology. The methodology is field-based. We selected three preschool teachers in three different preschools in the American Midwest: one public preschool classroom and two private day-care centers. We conducted classroom observations and interviews with the teachers and others over a nine-month period. We found that the preschool teachers acknowledge children`s emotional competence as important for readiness for kindergarten. Teachers, however, paid little attention to developing a curriculum and practices that support children`s emotional development. Emotional competence was most often defined narrowly, mainly as mastering a narrow range of skill templates aimed at controlling emotions. We found that the children were expected to learn to control their emotions from an early, actually a too early, age. Suggestions for developing better educational practices for children`s optimal development of their emotions are offered.