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Journal articles on the topic '160101 Early childhood education'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Pasiningsih. "FAMILY-SCHOOL PARTNERSHIPS OF INDONESIAN FAMILIES ENGAGED IN POSTGRADUATE STUDY." JIV-Jurnal Ilmiah Visi 16, no. 1 (June 30, 2021): 1–10. http://dx.doi.org/10.21009/jiv.1601.1.

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Indonesian students who study in Australia sometimes bring their family members, such as their children. Therefore, they do not only play a role as a student but also as a parent. The role will be more complex as they need to build partnership with their children’s school. Building family-school partnerships with families from culturally and linguistically difference can be challenging. Therefore, the aim of this research project was to understand the perspectives of Indonesian families to the notion of partnerships with the school for their children’s education. This study specifically focused on Indonesian families who study postgraduate education in Australia and have a child or children studying in early childhood education settings. This research was based on an exploratory case study. It involved semi-structured interviews with open-ended questions. The data was analyzed using an inductive strategy and thematic analysis. Findings showed that there was discrepancy between participants’ perspectives on authentic partnerships and the practice. Parents viewed partnerships as a collaboration only when they had concerns to children. Lack of open communication emerged as the challenge because participants’ role as a student. Parents felt hesitant also to ask about their children’s school program because of the lack of communication from the teacher and the cultural factor. Therefore, Indonesian families who have dual roles, as students and parents, and Australian teachers who have students that their parents also study could rethink what kind of partnerships that is effective for the benefit of children. Mahasiswa Indonesia yang belajar di Australia terkadang membawa serta anggota keluarga, salah satunya adalah anak. Oleh karena itu, mereka memiliki peran ganda, sebagai mahasiswa dan sebagai orang tua. Peran tersebut menjadi lebih rumit jika anak mereka juga sekolah di Australia karena mereka diharapkan juga membangun kemitraan dengan sekolah anaknya. Membangun kemitraan antara sekolah dan orang tua dari negara yang berbeda bahasa dan budaya memiliki tantanganan tersendiri. Oleh karena itu, tujuan dari penelitian ini adalah memahami perspektif keluarga Indonesia tentang konsep kemitraan antara keluarga dan sekolah. Penelitian ini berfokus pada keluarga Indonesia yang sedang melanjutkan studi S2 di Australia dan mempunyai anak yang bersekolah di pendidikan anak usia dini. Penelitian ini berbentuk studi kasus eksploratori. Pengambilan data melalui wawancara semi-struktural dengan menggunakan pertanyaan terbuka. Analisis data menggunakan strategi induktif dan analisis tematik. Hasil penelitian menunjukkan orangtua memiliki kekhawatiran yang berbeda terkait anaknya di sekolah. Ada ketidaksesuaian antara perspektif partisipan terkait konsep kemitraan dengan praktek di lapangan. Orangtua menganggap kemitraan sebagai kolaborasi hanya jika ada permasalahan pada anak. Kurangnya komunikasi menjadi tantangan kemitraan akibat peran orang tua sebagai mahasiswa. Orangtua ragu untuk bertanya terkait program sekolah karena kurangnya komunikasi dari guru dan juga faktor kultural. Maka dari itu, keluarga Indonesia yang memiliki peran ganda, sebagai mahasiswa dan orangtua, serta guru PAUD di Australia yang memiliki siswa dengan orang tua yang juga pelajar di Australia dapat meninjau ulang kemitraan yang efektif untuk mendukung pembelajaran anak.
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2

Bowman, Barbara. "Early Childhood Education." Review of Research in Education 19 (1993): 101. http://dx.doi.org/10.2307/1167341.

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3

Gottesman, Peter. "Early Childhood Education." Teachers College Record 106, no. 2 (February 2004): 267–70. http://dx.doi.org/10.1111/j.1467-9620.2004.00335.x.

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4

de Groot KIM, Sonja, Megan Wereley, David Kuschner, and Marilyn Atherley. "Early Childhood Education." Teachers College Record 106, no. 5 (May 2004): 922–34. http://dx.doi.org/10.1111/j.1467-9620.2004.00364.x.

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5

&NA;, &NA;. "EARLY CHILDHOOD EDUCATION." Journal of Developmental & Behavioral Pediatrics 18, no. 6 (December 1997): 432. http://dx.doi.org/10.1097/00004703-199712000-00021.

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6

Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
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7

Peter Robinson, W. "Early childhood education." International Journal of Educational Research 29, no. 1 (March 1998): 7–24. http://dx.doi.org/10.1016/s0883-0355(98)00010-x.

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8

Su-Min, Ryu, Lee Ha-Jeong, and Han An-Na. "Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education." Korean Society for Child Education 24, no. 2 (May 25, 2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.

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9

Bredekamp, Sue. "The Relationship Between Early Childhood Education and Early Childhood Special Education." Topics in Early Childhood Special Education 13, no. 3 (July 1993): 258–73. http://dx.doi.org/10.1177/027112149301300305.

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10

Gotts, Edward Earl. "Early Childhood Special Education." Topics in Early Childhood Special Education 5, no. 1 (April 1985): 97–99. http://dx.doi.org/10.1177/027112148500500109.

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11

Blaise, Mindy. "Contextualising early Childhood Education." Australasian Journal of Early Childhood 31, no. 3 (September 2006): ii. http://dx.doi.org/10.1177/183693910603100301.

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12

Currie, Janet. "Early Childhood Education Programs." Journal of Economic Perspectives 15, no. 2 (May 1, 2001): 213–38. http://dx.doi.org/10.1257/jep.15.2.213.

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This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.
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13

Mcmahon, Olive. "Early Childhood Music Education." International Journal of Music Education os-10, no. 1 (November 1987): 50–51. http://dx.doi.org/10.1177/025576148701000115.

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14

Lindeberg-Piiroinen, Anne. "Early Childhood Music Education." International Journal of Music Education os-16, no. 1 (November 1990): 61–63. http://dx.doi.org/10.1177/025576149001600114.

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15

Sims, Wendy. "Early Childhood Music Education." International Journal of Music Education os-17, no. 1 (May 1991): 71–73. http://dx.doi.org/10.1177/025576149101700116.

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16

Selbie, Philip, and Peter Clough. "talking early childhood education." Journal of Early Childhood Research 3, no. 2 (June 2005): 115–26. http://dx.doi.org/10.1177/1476718x05053923.

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17

Nancy Rosenow and Patti Bailie. "Greening Early Childhood Education." Children, Youth and Environments 24, no. 2 (2014): 1. http://dx.doi.org/10.7721/chilyoutenvi.24.2.0001.

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18

Gabbard, Carl. "Early Childhood Physical Education." Journal of Physical Education, Recreation & Dance 59, no. 7 (September 1988): 65–69. http://dx.doi.org/10.1080/07303084.1988.10606255.

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19

Rose, Barb. "Early childhood family education." Day Care & Early Education 18, no. 2 (December 1990): 27–29. http://dx.doi.org/10.1007/bf01620447.

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20

Kim, Boyeon, and Jiyoung Choi. "The Perception of Early Childhood English Education by Early Childhood Education Institutions." Journal of Humanities and Social sciences 21 12, no. 2 (April 30, 2021): 1887–902. http://dx.doi.org/10.22143/hss21.12.2.133.

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21

Sounoglou, Marina, and Aikaterini Michalopoulou. "Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education." Journal of Education and Learning 6, no. 2 (December 22, 2016): 53. http://dx.doi.org/10.5539/jel.v6n2p53.

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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.
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22

Yuhasriati, Y., and A. Yuriansa. "Patterns playing for early childhood education: Mathematics learning for early childhood education." Journal of Physics: Conference Series 1088 (September 2018): 012099. http://dx.doi.org/10.1088/1742-6596/1088/1/012099.

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23

McMAHON, Olive. "Early Childhood." International Journal of Music Education os-12, no. 1 (November 1988): 52–53. http://dx.doi.org/10.1177/025576148801200112.

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24

Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
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25

Dombro, Amy Laura. "Early childhood administration." Day Care & Early Education 12, no. 4 (June 1985): 43. http://dx.doi.org/10.1007/bf01619857.

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26

박은혜 and 전홍주. "South Korea’s Early Childhood Education System Reform: Implications for Early Childhood Teacher Education." Korean Journal of Early Childhood Education 27, no. 1 (February 2007): 305–22. http://dx.doi.org/10.18023/kjece.2007.27.1.012.

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27

LeeSoonja. "Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution." Journal of Anthropology of Education 20, no. 4 (December 2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.

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28

Spodek, Bernard, and Olivia Saracho. "Preview of the Forthcoming Yearbook in Early Childhood Education: Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 11, no. 1 (January 1990): 2–5. http://dx.doi.org/10.1080/10901027.1990.11089908.

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29

Park, Sang-Wook, Haeng-Mi Son, Joo-Hyeon Kim, Hye-Jin Park, Hye-Seon Byun, Mi-Soob Jang, Hye-Ji Heo, and Do-Kyeong Ko. "Early Childhood Teachers' Experiences of Sex Education for Early Childhood." Journal of Korean Association for Qualitative Research 7, no. 2 (November 30, 2022): 152–62. http://dx.doi.org/10.48000/kaqrkr.2022.7.152.

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30

Podmore, Valerie, Geva M. Blenkin, and A. V. Kelly. "Assessment in Early Childhood Education." British Journal of Educational Studies 40, no. 3 (August 1992): 306. http://dx.doi.org/10.2307/3120906.

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31

Cleghorn, Ailie, and Larry Prochner. "Early Childhood Education and Care." Research in Comparative and International Education 3, no. 3 (January 2008): 222–23. http://dx.doi.org/10.2304/rcie.2008.3.3.222.

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32

Bencéné Fekete, Andrea. "Intercultural Education in Early Childhood." Képzés és gyakorlat 19, no. 3-4 (2021): 5–14. http://dx.doi.org/10.17165/tp.2021.3-4.1.

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The acceptance of a diverse world begins with recognition at an early stage in life. However, not everyone steps out of their home with an empathic approach and this is why intercultural education should start as early as possible. The main objective of the study is to introduce the opportunities inherent in fairy tales from the perspective of intercultural education via the introduction of fairy tales dealing with multiple aspects of being different; and to introduce the practices applied in the Hungarian educational environment. The tales are analyzed with the method of content analysis, with special respect to diversity and cultural differences; then their educational applicability is analyzed based on the conclusions that can be drawn. The paper introduces the threats and opportunities of applying tales in intercultural education at a very young age, suggesting fairy tales to be used actively, but with suitable professionalism.
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33

Mishra, Usha. "Early Childhood Care and Education." Asian Man (The) - An International Journal 6, no. 2 (2012): 181. http://dx.doi.org/10.5958/j.0975-6884.6.2.014.

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34

Maness, Betty James. "Assessment in Early Childhood Education." Kappa Delta Pi Record 28, no. 3 (April 1992): 77–79. http://dx.doi.org/10.1080/00228958.1992.10517884.

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35

Donohue, W. Anthony, Karin Borgh, and W. Patrick Dickson. "Computers in Early Childhood Education." Journal of Research in Childhood Education 2, no. 1 (June 30, 1987): 6–16. http://dx.doi.org/10.1080/02568548709594918.

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36

Mori, Kimie. "Expressive Education in Early Childhood." Arts Education Policy Review 97, no. 4 (April 1996): 31–34. http://dx.doi.org/10.1080/10632913.1996.9935069.

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37

Gratz, Rene R. "Epidemiology in early childhood education." Early Child Development and Care 102, no. 1 (January 1994): 71–80. http://dx.doi.org/10.1080/0300443941020105.

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38

Bush, Tony. "Leadership in Early Childhood Education." Educational Management Administration & Leadership 41, no. 1 (January 2013): 3–4. http://dx.doi.org/10.1177/1741143212462968.

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39

Burton, Christine B., Ann Higgins Hains, Mary Francis Hanline, Mary McLean, and Katherine McCormick. "Early Childhood Intervention and Education." Topics in Early Childhood Special Education 11, no. 4 (January 1992): 53–69. http://dx.doi.org/10.1177/027112149201100407.

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40

Kagan, Sharon Lynn, and Jeanne L. Reid. "Invest in Early Childhood Education." Phi Delta Kappan 90, no. 8 (April 2009): 572–76. http://dx.doi.org/10.1177/003172170909000810.

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41

Tobin, Joseph. "Early Childhood Education in Japan." Journal of Developmental & Behavioral Pediatrics 31, no. 3 (April 2010): 264–65. http://dx.doi.org/10.1097/dbp.0b013e3181d58f22.

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42

Kelley, Michael F. "Collaboration in Early Childhood Education." Journal of Educational and Psychological Consultation 7, no. 3 (September 1996): 275–82. http://dx.doi.org/10.1207/s1532768xjepc0703_6.

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43

David, Tricia. "Issues in early childhood education." Journal of Education Policy 10, no. 3 (May 1995): 325–33. http://dx.doi.org/10.1080/0268093950100307.

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44

Bowman, Barbara. "Chapter 3: Early Childhood Education." Review of Research in Education 19, no. 1 (January 1993): 101–34. http://dx.doi.org/10.3102/0091732x019001101.

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45

Husa, Sari, and Jarmo Kinos. "Academisation of Early Childhood Education." Scandinavian Journal of Educational Research 49, no. 2 (April 2005): 133–51. http://dx.doi.org/10.1080/00313830500048865.

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46

Stork, Steve, and Stephen W. Sanders. "Physical Education in Early Childhood." Elementary School Journal 108, no. 3 (January 2008): 197–206. http://dx.doi.org/10.1086/529102.

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47

Grey, Anne. "Cybersafety in Early Childhood Education." Australasian Journal of Early Childhood 36, no. 2 (June 2011): 77–81. http://dx.doi.org/10.1177/183693911103600210.

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48

Wolery, Mark, and Donald B. Bailey. "Early Childhood Special Education Research." Journal of Early Intervention 25, no. 2 (April 2002): 88–99. http://dx.doi.org/10.1177/105381510202500204.

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49

Soodak, Leslie C., Elizabeth J. Erwin, Pam Winton, Mary Jane Brotherson, Ann P. Turnbull, Marci J. Hanson, and Linda M. J. Brault. "Implementing Inclusive Early Childhood Education." Topics in Early Childhood Special Education 22, no. 2 (April 2002): 91–102. http://dx.doi.org/10.1177/02711214020220020401.

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50

Stinson, Susan W. "Dance Education in Early Childhood." Design For Arts in Education 91, no. 6 (August 1990): 34–41. http://dx.doi.org/10.1080/07320973.1990.9934836.

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