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Li, J. -Y., & Tzuo, P. -W. (2010). The mediational style of caregivers/teachers on nurturing children to become continuous learners in literacy. Journal of Reading and Literacy, 2, 11-22.
This study was designed to examine the state of specific aspects of the mediational process in the traditional ways of language teaching in early childhood education. The researcher applied the Mediated Intervention for Sensitizing Caregivers/teachers (MISC) as a method for analyzing behaviors of children and caregivers/teachers in their existing interaction and teaching practices. The main framework of MISC includes elements of focusing, affecting, expanding, rewarding, and regulating, which was developed upon Feuerstein’s (1988, 1991) notions of Mediated Learning Experience and rooted in Vygotsky’s and his followers’ theoretical ideas. MISC was introduced to Singapore by Professor Pnina Klein whose work has been supported by international organizations such as World Health Organization (WHO) and The United Nations International Children's Fund (UNICEF). MISC is acknowledged as not confining to cultural context and has been widely practiced in Israel, as well as in USA, Portugal, Ethiopia, Norway, Sweden and Indonesia. Videotape analyses of adult-child interaction in a local childcare center were conducted to identify criteria of significant incidence behaviors based on the elements of MISC. The compatible features of MISC were examined with the ongoing educational program and traditional ways of teaching. Findings add value to both pre-and in-service staff trainings applying a context free and cross subject content model. It stands a better chance of sustaining the long-term effects on caregivers'/teachers' behaviors in facilitating children’s continuous learning , which indeed, is Singapore striving to produce developing learners to meet the demands of global community.
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