Academic literature on the topic 'Cross-cultural early childhood learning'

This articles explores the influences of political, cultural, historical and economic dynamics of the Asian region on what can be learnt about the region by English-speaking Australians and, therefore, for what can reasonably be known and said about early childhood programs by them. In doing so, it shows that learning about early childhood programs in the Asian region involves two levels of learning: learning about and learning what can be learnt about these services. The article concludes with suggestions for how English-speaking Australians might begin the process of learning about early childhood programs in the Asian region. The countries of the Pacific Rim [including Australia] face many common issues and problems in the provision of early childhood education. A great deal could be learned through international dialogue and collaborative research. (Feeney 1992, p.314) This articles explores the political and practical challenges and possibilities monolingual, English-speaking Australians face in taking up Feeney's suggestion to become involved in cross-cultural exchanges with early childhood colleagues in the Asian region.

The purpose of this study was to explore teacher and student use of KIDWARE as an integrated element throughout a countywide summer enrichment program. In particular, the intent of this research study was to look specifically at how elementary school English as a Second Language (ESOL) teachers and students used the KIDWARE program. This study was conducted under the assumption that technology has the capacity to allow students to work in authentic environments and create meanings based on their understanding of the teaching and learning task, and that computer software constitutes a human artifact and as such expresses the culture of its creators. This study was designed to engage with such software and to explore how it was used in an early childhood setting for ESOL learners.

This exploration aims to study the value orientation and essence of early childhood enlightenment education based on the deep neural network (DNN). Based on the acquisition and feature learning of cross-media education big data, the DNN correlation learning of cross-media education big data, and the intelligent search of cross-media education big data based on the DNN, the intelligent search system of cross-media children’s enlightenment education big data based on DNN is designed and implemented. The system includes three functional modules: the feature learning module of cross-media infant enlightenment education big data, the deep semantic correlation learning module of cross-media childhood enlightenment education big data, and the intelligent search module of cross-media childhood enlightenment education big data based on DNN. This exploration realizes the acquisition and feature learning of big data of cross-media early childhood enlightenment education, DNN learning of cross-media education big data of early childhood enlightenment, and intelligent computing of cross-media education big data based on DNN. The experimental results show that the proposed system’s mean average precision (MAP) performance is improved by 15.6% on the public dataset of early childhood enlightenment education published by the Ministry of Education. Moreover, the system has also significantly improved the MAP performance of the constructed dataset in the field of early childhood enlightenment education; that is, the MAP performance has been improved by 20.6% on the dataset of Taylor’s University in Malaysia (NUS-WIDE). This exploration has certain theoretical significance and empirical value for early childhood enlightenment education research.

Indonesia is a multicultural country, because it consists of various cultures, customs, and a variety of habits. These components are generally bonded together (integrated/embedded) with ethnicity, language, and culture. The use of foreign languages, especially English, in all its forms is related teaching foreign languages in formal and informal education in Indonesia. Even some foreign language has been introduced on early childhood. Seeing this phenomenon, educators must have a knowledge of foreign languages, willingness and skills to introduce and involve all educate into a global context. The introduction and engagement multicultural (cross-cultural disposition) that should be conducted transformative or practical experience (cross-cultural encounter) in learning English language, such as a fairytale. The multicultural approach in English learning by fairytale on early childhood will make the children more tolerant the other cultures.

TheEarly Years Learning Framework for Australiaemphasises that children's own identity is constructed within their given context of family and community. This article presents the findings of a multiple case study project undertaken within five remote Aboriginal communities in the Northern Territory, Australia. Community Elders were concerned that while their children had a positive sense of self during their prior-to-school years, on entry into formal schooling they experienced a disjuncture between those experiences and the expectations of a Western curriculum. The project involved partnering one university academic to work with each community, exploring ways of improving 4-year-old children's pre-reading and numeracy skills to enhance their capacity to engage with expectations on entry into formal schooling. Elders were determined to have the children be successful at school and saw success there as inextricably interwoven with their sense of efficacy to explore and to learn. Outcomes included positives such as children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project. Foundational to the success was making Aboriginal ways of knowing, being and doing key components of learning opportunities provided to the children, supporting awareness of their social and cultural heritage.

Early childhood learning holds a great impact on children satisfaction, intensification, growth and core of education in this interval of life. In child development at early stage lot of activities related to family culture influencing growth and development. Learning throughout life is directly connected with these sorts of activities. In these activities culture base routine is most important for early years. In this age children have strong observational skills with their photo memory. The study was aimed to analyze cultural diversity among young learners, to recognize cultural differences in early childhood instructions and practices, to discover out social likenesses in early learning. It was quantitative research and descriptive research technique was used in this study. Institutions regarding preschool education were taken as population of research. Data was collected through multistage sampling technique. Data were analyzed through statistical techniques t test and one-way ANOVA. Equal cultural diversity was concluded in both male and female early childhood learners. The analysis illustrated that instructive framework; academic capabilities of instructors, preschool learner’s cultural background, teacher’s emolument, cultural region, economical background contribute to cultural similarities and differences. The researcher recommends considering cultural diversity as basic perceptive of the teaching learning process.

International research promotes the value of play for children’s learning and development. However, in early childhood education the development of national policy frameworks highlights a tension, and possible contradiction, between play for its own sake, and educational play. This paper explores these two positions, drawing on contemporary socio-cultural theories. Freely chosen play reflects children’s choices, interests and inquiries, and is understood as complex socio-cultural activity. Educational play focuses on curriculum goals and outcomes, and requires early childhood educators to plan for play in ways that direct children’s learning towards those goals. Recent research on children’s interests and inquiries offers solutions for pedagogical approaches that connect the curriculum as lived experiences, and curriculum as planned experiences, both of which reflect children’s cultural repertoires and peer cultures.

Since Australia became a signatory to the United Nations Convention on the Rights of the Child in 1989, the importance of recognising, valuing and respecting a child’s family, culture, language and values has been increasingly articulated in education policy. Diversity and inclusion are now central themes guiding the principles and quality measures of early childhood education and care as encompassed by the National Quality Framework, including both the National Quality Standard and the Early Years Learning Framework (Early Childhood Development Steering Committee, 2009). Children’s literature can be a powerful tool for extending children’s knowledge and understandings of themselves and others who may be different culturally, socially or historically (Boutte, Hopkins, & Waklatsi, 2008), thus having the potential to be a valuable resource in promoting diversity and inclusion in early childhood. However, a body of evidence suggests that the use of children’s literature in early childhood settings does not promote principles of diversity, often serving to promote outdated or stereotypical notions of minority groups. This study investigated the factors and relationships influencing the use of children’s literature to support principles relating to cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design (Creswell & Plano Clark, 2018) was employed to synthesise the qualitative and quantitative data and interpret significant relationships and their meanings. Twenty four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study identified four key findings. First, that current book sharing practice in kindergarten rooms of long day care centres promotes monocultural viewpoints and “othering” of minority groups. Second, educators lacked the beliefs, understandings and confidence needed to promote principles of diversity using children’s books. Third, access to books portraying inclusive and authentic cultural diversity was limited. Finally, many children did not have access to the benefits of book sharing and engagement through high quality evidence based practice. These findings have implications for the meeting of principles of diversity articulated in Australian education policy and curriculum and draw attention to the challenges faced by educators when selecting and using books with young children. These findings are significant for what they reveal about the relationships between the nature and availability of books together with the nature and quality of educator practice and the involvement and engagement of the children in book sharing in long day care. Findings highlight a need for measures to address each of these factors in order to meet principles of diversity and equity for all children. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those who provide higher education and training for early childhood educators.

Cultural play songs are a world wide phenomenon in which children participate. The current research explored settings where such cultural play songs occur; both in and outside of pre-schools. Despite the availability of play songs in most cultural contexts, combined with children's natural inclination to be actively involved in playing and singing games, these cultural assets are generally not considered as a pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this research was to investigate the pedagogical significance of cultural play songs found in and outside of pre-schools for ECE. In this study, I investigated how play songs take place in both settings in order to reveal commonalities and differences so that, when taken together, this knowledge would enhance the understanding of how educators could optimally use play songs in ECE contexts. An ethnographic research design was conducted within a qualitative paradigm, incorporating non-participant observation, complete participant observation, video recordings, and face-to-face interviews. For the first part of data collection within pre-school settings, participants included thirty teachers from twenty pre-schools in seven provinces of Zambia. During the second part of data collection in a simulated out of school setting, participants included eighteen pre-school children and an expert on cultural play songs. This resource person facilitated sixteen cultural play song sessions in which the children and I actively participated. Video recordings were made of all cultural play song activities in both settings, supporting non-participant as well as complete participant observasions. This empirical data provided evidence regarding the pedagogical value of play songs as a cultural resource. As a result, play songs were collected in order to be preserved and promoted for future use in ECE, thus defying the simplistic view that they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory and African traditional education perspectives as theoretical framework, the study equally makes a scholary contribution towards play songs as a valuable indigenous tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly, there is limited to non use of these songs in Zambian pre-schools compared to English rhymes and Sunday school songs; secondly, they are not currently considered as valid resources for teaching and learning; and thirdly, their use in ECE depends on the teacher's knowledge, skills and perceptions, as well as on the attitudes of school administration and parents. Recommendations are made for flexible methodologies which nurture linkages between music practice in and outside of school settings. Play songs as cultural resources support teacher and learner interactions in musically and playfully stimulated environments.
Thesis (DMus)--University of Pretoria, 2016.
Music
DMus
Unrestricted

The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western-based model, with a decidedly specific discourse for “high quality” programs and practices for children ages 0-8. Often these uncritical international transfers of Euro-American ideologies promote restricted policies and practices. This has resulted in a self-perpetuating set of practices and values, which arguably prevent recognition of, and efforts to reinvent, more culturally-relevant, sustainable programs for the Majority World. Based on the Kahua region (est. pop. 4,500) of Makira-Ulawa Province, this collaborative, ethnographically-inspired, case study explores how community characteristics have affected the cultural and contextual sustainability of community-based ECE in remote villages. The study traces historical and cultural influences to present-day SI ECE. Subsequently, it explores the re-imagined SI approach to formal ECE program design, remaining challenges preventing these programs from being sustained by communities, and potential community-wide transformations arising from these initiatives. To achieve this, the study collaborated with stakeholders from all levels of SI society through extensive participant-observations, interviews, and participatory focus groups. Findings aspire to enlighten regional sustainable developments and resilient behaviors relating to ECE. Key research findings suggest five overarching principles influencing kindergarten sustainability: presence of “champion” for the ECE vision; community ownership-taking, awareness-building, and cooperation-maintenance; and program cultural/contextual sensitivity and relevance. These elements were found to be strongly linked with an intergenerational cultural decay in the Kahua region, as conceptualized through a model of Cyclically-Sustained Kindergarten Mediocrity.

A presente pesquisa dedicou-se ao tema da aprendizagem social por meio de uma abordagem psicológica cultural deste fenômeno, agregando ainda contribuições ao tema advindas da Psicologia Moral. Buscou-se identificar diferenças nas representações de crianças pré-escolares quanto às estratégias que utilizam para resolver conflitos interpessoais, em função das diferentes relações por elas vivenciadas em um ambiente mais democrático e cooperativo e em outro com maior orientação autocrática e coercitiva. Assim, foram entrevistadas 27 crianças, com 4 a 5 anos de idade, provenientes de duas creches públicas que apresentavam as características citadas. As professoras responsáveis pelos grupos de crianças pesquisados também participaram respondendo a um questionário acerca de seus valores, representações e atitudes relacionados a sua mediação em situações de conflitos interpessoais vivenciados por seus alunos. O conjunto de relatos foi analisado de forma fundamentalmente qualitativa, tendo por base a técnica de análise de conteúdo e, no caso das crianças, como categorias, a agressão, a submissão e a assertividade, além de outras categorias ambivalentes. Os resultados obtidos indicaram relação entre o ambiente democrático e habilidades mais sofisticadas e apropriadas socialmente de resolução de conflitos reportadas pelas crianças e, inversamente, uma relação entre o ambiente autocrático e habilidades menos desenvolvidas de resolução de conflitos indicadas pelas crianças
The present work was dedicated to the investigation of the theme social learning by means of a cultural psychological approach of the phenomenon, allied to contributions from Moral Psychology. We attempted to identify differences in preschool children\'s representations with respect to the strategies that they utilize to resolve interpersonal conflicts, as a function of the different relations they experience in a more democratic and cooperative environment compared to a more authoritarian and coercive ambient. To attend this purpose, 27 children aged between 4 and 5 years and attending two public day care centers with the abovementioned characteristics were interviewed. The teachers that were in charge of the investigated groups also participated in the study by answering a questionnaire about their values, representations, and attitudes regarding their mediation of the events of interpersonal conflicts experienced by their pupils. The collected data was basically analyzed from a qualitative approach, on the basis of content analysis and, in the case of the children, on the basis of categories such as aggression, submission, and assertiveness, besides other ambivalent categories. The obtained results indicated that there is a relationship between a more democratic environment and more sophisticated and adequate social skills for the resolution of conflicts, as reported by the children. Conversely, an authoritarian ambient resulted in less developed social skills in terms of conflict resolution, as indicated by children\'s reports

A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class. This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promote teaching and learning in preschool class? In what ways do teachers incorporate into classroom experiences? What are the group dynamics between teacher- student, and student- and their peers during a classroom scenario with the conventional paper and pen and technological aid?  With these central questions the study was conducted as an participant observation which resulted in preschool class children find it lot easier to communicate not only with teachers but also with their classmates during classroom activities where IT and ICT is incorporated than when teachers take on the role what they call old school which tends to become one-sided.  The results show that creating meaningfulness among ones students is largely based upon the teachers own interest in the focus group. From a socio-cultural perspective, it is evident that terms such as interaction, meaningfulness, symbols and artifacts become central. Results from the study shows even though many in-service teachers and principals are very much for including IT and ICT as teaching resource. Ambiguity of national norms and goals when we talk of preschool classes in the nation could be one the many reasons why they fail to meet their students expectations and demands. This in turn could be one of the considerable reasons for the depression in high school students failing to meet the national educational standards.
Utgångspunkten i detta examensarbete är en jämförande studie mellan gamla skolan och dess undervisningsätt vilken anses vara tråkig och utan sammanhang bland många elever och nya skolans undervisning med IT och IKT som didaktisk undervisningsmetod. Dess konsekvenser för att skapa en positiv relation mellan lärare och elev från första början för att främja framväxande och skrivkunnighet inom förskoleklass.En etnografisk undersökning av hur två förskoleklasslärare gagnar både de gamla och nya metoderna för att skapa intresse för lärande och meningsskapande bland sina elever i enlighet med nationella målen för ett livslångt lärande och hållbar utveckling. Hur främjar IT och IKT lärandet i förskoleklassen? På vilka sätt införlivar lärare upplevelser i klassrummet. Vad är gruppdynamik mellan lärare och elev, samt gruppdynamik mellan eleverna i ett klassrumsscenario med den konventionella papper/penna och tekniska stöd? Med dessa centrala frågor genomfördes studien som en deltagande observation. Detta resulterade i att förskoleklassbarnen tycker att det är mycket lättare att kommunicera inte bara med lärare utan även med sina klasskamrater under klassrumsaktiviteter där IT och IKT ingår än när lärare tar på sig rollen i den så kallade gamla skolan som tenderar att bli ensidig. Resultaten visar att skapa meningsfullhet bland elever till stor del baseras på lärarnas eget intresse i fokusgruppen. Ur ett sociokulturellt perspektiv är det uppenbart att begrepp som interaktion, meningsfullhet, symboler och artefakter blir central. Resultaten från studien visar att det finns ett stort intresse och ambitioner från rektor och lärare att införa bland annat IT och IKT i undervisningen. På grund av tvetydigheten i de nationella målen och normer när man talar om förskoleklass har detta orsakat många lärare och skolor att misslyckas med att uppfylla elevernas förväntningar och krav, vilket i sin tur kan vara en av de stora orsakerna till det ökande antalet gymnasieelever som inte uppfyller de nationella kunskapsmålen i Sverige.

Using a mixed-methods approach, the current study examined the relationship between early childhood preservice teachers' cultural awareness and their self-efficacy in equitable science education. It further aimed to determine if the relationship between these two constructs was moderated by their race/ethnicity or the number of languages they speak. Finally, it sought to identify preservice teachers' understanding of equity in science education, as well as how they planned to incorporate the equity concept into their future science teaching practices for diverse learners in early childhood classrooms. Data for this study were drawn from 380 preservice teachers who self-enrolled in a science methods course as part of a teacher preparation program. To measure the preservice teachers' cultural awareness and self-efficacy in equitable science education, two Likert-scale instruments, Cultural Diversity Awareness Inventory (CDAI) and Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST), were employed. Qualitative data were collected by administering six open-ended questions. For quantitative results, statistically significant findings indicated that when the participants were more aware of creating a multicultural environment and instruction and/or when they were less biased and were more sensitive/knowledgeable about diversity of students and families, their expectations about science learning of students from diverse backgrounds would be higher. Furthermore, when the participants were more aware of creating a multicultural environment and instruction and/or when they felt more comfortable about confronting students or parents whose cultures and languages were different from their own, they tended to have a stronger sense of efficacy in teaching science to those students. In addition, when the participants were less biased and were also sensitive and knowledgeable about students' and families' diverse backgrounds, they were more likely to have a strong sense of science teaching efficacy. Along with these findings, participants' race/ethnicity was a statistically significant moderator affecting the relationship between their sense of science teaching outcome expectancy and awareness of creating a multicultural environment and instruction. When the awareness of creating a multicultural environment and instruction of both White and non-White participants were increased at an equal level, White participants' expectations for science learning of students from diverse backgrounds were higher than those of non-White participants. Measurement challenges were identified through the analysis process that compromised the validity of the quantitative findings. Thus, they should be interpreted with caution. For qualitative results, three predominant themes related to the participants' conceptualization of equity in science education were identified. First, the participants harbored alternative understandings of the definitions of equity in science education. One third of the participants understood equity as providing appropriate access and support based on the levels of students' needs whereas another one third defined equity as providing identical teaching services and resources to all students regardless of their backgrounds. They also conceptualized equity in science education as an issue independent of their future students' racial/ethnic backgrounds; instead, they regarded it as a subject associated with their students' English proficiency.

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The following study seeks elements for a proposal for the organization of teaching Physical Education to elementary school students based on mechanistic and instrumental models present in the conceptions that base the pedagogical practices relative to corporal movement at this educational level. Starting from the specificity of early childhood education, this research is based on the studies of Vygotsky, Leontiev, Elkonin and on the theory of developmental teaching proposed by Davydov. From a theoretical standpoint, the principal question was: What elements can be extracted in the utilization of the theory of developmental teaching 􀁚􀁌􀁗􀁋􀀃􀁄􀀃􀁆􀁒􀁑􀁗􀁕􀁌􀁅􀁘􀁗􀁌􀁒􀁑􀀃􀁗􀁒􀀃􀁆􀁒􀁑􀁆􀁈􀁓􀁗􀁘􀁄􀁏􀀃􀁏􀁈􀁄􀁕􀁑􀁌􀁑􀁊􀀃􀁒􀁉􀀃􀁗􀁋􀁈􀀃􀁆􀁒􀁑􀁗􀁈􀁑􀁗􀀃􀁒􀁉􀀃􀂳􀁆􀁒􀁕􀁓􀁒􀁕􀁄􀁏􀀃 􀁐􀁒􀁙􀁈􀁐􀁈􀁑􀁗􀂴􀀃􀁉􀁒􀁕􀀃 􀁆􀁋􀁌ldren of early childhood education? The study also seeks to clarify the following: What actions of learning can be proposed, in the conceptual teaching of corporal movement, considering the phase of formation of concepts and the principal activity in which these children are found? What repercussions will developmental teaching have on the individuals involved? What are the advantages and possible difficulties of the use of this theory for the teaching of the concept of corporal movement in early childhood education? The overall objective was to analyze the practical application of the principles of the theory for teaching of the concept of corporal movement to children of four to five years of age, observing the learning process of the content. The specifics were as follows: 1 􀂱 analyze the utilization of the principal activity of the children in the activity of learning of the concept of corporal movement; 2 􀂱 analyze the repercussions of developmental teaching for the children considering socio-cultural factors in the learning process, and the impressions of the professor of Physical Education; 3 􀂱 identify the advantages and possible difficulties of the use of this theory for teaching the concept of corporal movement in early childhood education. The qualitative research consisted of a didactical experiment performed in the context of an educational institution with the children of factory workers in the municipality of Anápolis. The data was collected through interviews with the mothers of the participating children, with the professor of Physical Education, and in observation of the didactical experiment. The analysis of the data revealed the following: The majority of the children advanced in the comprehension of the concept of corporal movement, varying according to the context of social relations of each; - the activity of play, the principal activity of this age group, should be employed in this learning process because through it one finds the motives of children; - the applicability of developmental teaching depends on favorable conditions linked to the theoretical and practical formation of the professor, and the structural conditions of the ambient in which he works; - 􀂳􀁆􀁒􀁕􀁓􀁒􀁕􀁄􀁏􀀃􀁐􀁒􀁙􀁈􀁐􀁈􀁑􀁗􀂴􀀃􀁌􀁖􀀃􀁇􀁈􀁉􀁌􀁑􀁈􀁇􀀃􀁄􀁖􀀃􀁄􀁑􀀃􀁈􀁏􀁈􀁐􀁈􀁑􀁗􀀃􀁒􀁉􀀃􀁗􀁋􀁈􀀃􀂳􀁄􀁆􀁗􀁌􀁙􀁌􀁗􀁜􀀃 􀁒􀁉􀀃􀁋􀁘􀁐􀁄􀁑􀀃􀁐􀁒􀁙􀁈􀁐􀁈􀁑􀁗􀂴􀀑The principal contribution of this work is in the reflection of the need for change in the area of Physical Education on the elementary level, as well as in the concept of teaching, since body and mind are inseparable, thus the need for attention to this fact on the part of acting professors of Physical Education, principally in the schools.
O presente estudo buscou elementos para uma proposta de organização do ensino da Educação Física na Educação Infantil frente aos modelos mecanicistas e instrumentais, presentes nas concepções que embasam as práticas pedagógicas relativas ao movimento corporal neste nível de ensino. A partir da especificidade da Educação Física na escola, tendo o movimento corporal como conteúdo desta área para a Educação Infantil, esta pesquisa baseou-se nos estudos de Vygotsky, Leontiev, Elkonin e na teoria do ensino desenvolvimental proposto por Davydov. Com apoio no referencial teórico, a principal questão foi: que elementos podem ser extraídos na utilização da teoria do ensino desenvolvimental como contribuição para a aprendizagem 􀁆􀁒􀁑􀁆􀁈􀁌􀁗􀁘􀁄􀁏􀀃 􀁇􀁒􀀃 􀁆􀁒􀁑􀁗􀁈􀁾􀁇􀁒􀀃 􀂳􀁐􀁒􀁙􀁌􀁐􀁈􀁑􀁗􀁒􀀃 􀁆􀁒􀁕􀁓􀁒􀁕􀁄􀁏􀂴􀀃 􀁓􀁄􀁕􀁄􀀃 􀁆􀁕􀁌􀁄􀁑􀁯􀁄􀁖􀀃 􀁑􀁄􀀃 􀀨􀁇􀁘􀁆􀁄􀁯􀁭􀁒􀀃 􀀬􀁑􀁉􀁄􀁑􀁗􀁌􀁏􀀢􀀃 􀀃 􀀥􀁘􀁖􀁆􀁒􀁘-se também esclarecer: Que ações de aprendizagem podem ser propostas no ensino conceitual do movimento corporal, considerando-se a fase de formação de conceitos e a atividade principal em que se encontram estas crianças? Que repercussões terão o ensino desenvolvimental nos sujeitos envolvidos? Quais as vantagens e possíveis dificuldades no uso desta teoria para o ensino do conceito de movimento corporal na Educação Infantil? O objetivo geral foi analisar a aplicação prática de princípios da teoria para o ensino do conceito de movimento corporal a crianças de quatro e cinco anos, observando o processo de aprendizagem deste conteúdo, por meio de um experimento didático. Os específicos foram: 1- analisar a utilização da atividade principal das crianças na atividade de aprendizagem do conceito de movimento corporal; 2 􀂱 analisar as repercussões do ensino desenvolvimental para as crianças considerando os fatores socioculturais no processo de aprendizagem, e as impressões da professora de Educação Física sobre sua participação no experimento didático, 3- identificar as vantagens e possíveis dificuldades no uso desta teoria para o ensino do conceito de movimento corporal na Educação Infantil. A pesquisa de abordagem qualitativa foi realizada no contexto de uma unidade de ensino com os filhos das funcionárias de uma fábrica na região de Anápolis. Os dados foram coletados por meio de entrevistas com as mães das crianças participantes, com a professora de Educação Física e observação do experimento didático. A análise dos dados permitiu observar que: - a maioria das crianças avançou na compreensão do conceito de movimento corporal, variando conforme o contexto das relações sociais de cada uma; - o lúdico, atividade principal nesta idade, deve fazer parte das ações de ensino dentro da atividade de aprendizagem, pois nelas se encontram os motivos das crianças; - a aplicabilidade do ensino desenvolvimental depende de condições favoráveis ligadas à formação teórica e prática do professor, e às condições estruturais do ambiente de trabalho; -􀂳􀁐􀁒􀁙􀁌􀁐􀁈􀁑􀁗􀁒􀀃􀁆􀁒􀁕􀁓􀁒􀁕􀁄􀁏􀂴􀀃configurou-se como um elemento da 􀂳􀁄􀁗􀁌􀁙􀁌􀁇􀁄􀁇􀁈􀀃􀁇􀁈􀀃 􀁐􀁒􀁙􀁌􀁐􀁈􀁑􀁗􀁒􀀃􀁋􀁘􀁐􀁄􀁑􀁒􀂴. A principal contribuição deste trabalho está na reflexão sobre a necessidade de mudança no ensino da Educação Física na Educação Infantil, quanto à concepção de ensinar, uma vez que corpo e pensamento são indissociáveis, fator este que merece atenção por parte dos professores de Educação Física que atuam, sobretudo na escola.

The purpose of this study was to investigate and compare the perceptions of urban parents of two countries concerning standards of selected criteria of high quality standards of early childhood programs developed by the National Academy of Early Childhood Programs (NAECP).Two hundred and forty nine parents ( U. S. = 129, Taiwan = 120) participated in the study. The effects of country, sex, and educational background were examined.The study was conducted by using the questionnaire survey. The instrument was constructed by the researcher based on the Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs.A three-way.MANOVA on 10 dependent variables with independent factors of country, sex, and educational background was used to test Hypothesis I at the .05 level of significance. The Hypothesis I was rejected.To test Hypothesis II, a Spearman's Rho rank order correlation coefficient was computed using the mean ranks of the 10 criteria. Significance was examined at the .05 level. The Hypothesis II was accepted.These findings leading to the following conclusions:1. American and Taiwanese parents shared the similar perceptions that supported the quality standards developed by the NAECP. Most of the statistically differences that existed between American and Taiwanese parents were the differences of the degree of acceptance of the quality standards.2. The only criterion that caused parents' selections to lean toward negative responses was the staffing standards.3. Whenever there was a statistically significant difference between American and Taiwanese parents, the Taiwanese parents were always agreed more than the American parents.4. Regardless of factors of sex and educational background, both American and Taiwanese parents shared similar values in that they ranked health-and-safety and teacher-child interactions as the first or second important factors.5. Regardless of the factors of sex and educational background, both American and Taiwanese parents shared the same values in that they ranked administration and evaluations as the two least important factors when selecting an early childhood program for their children.
Department of Elementary Education

A socio-cultural analysis of early childhood educators’ roles in fostering peer relations: Insights from India and England. There is strong evidence that positive peer relations greatly benefit children’s social and intellectual development and hence a case for peer relationships has been made in both theory and research. However, there are growing concerns regarding the worldwide trend of ‘schoolification’ or pre-primary focus in early childhood care and education and its potential negative effects on young children’s peer relationships. These concerns are more pronounced in England and also in India given the contradictory policy and practice contexts of prescriptive curricula with undue focus on school preparation. Given the discourse of early years as restrictive contexts, the research was carried out as a qualitative multi-site case study in the Reception class of a (local) primary school in England characterized by pre-primary focus and at a philosophically ‘different’ independent school in India, based on Jiddu Krishanmurti philosophy that follows social-pedagogy model. The aim was to explore the role of early childhood professionals in fostering peer relations in cross-cultural contexts. Participants were two reception class teachers and two learning support assistants for the class from England and four early childhood practitioners’ from the Indian case study setting. The research took an ethnographic approach using participant observation and semi-structured interviews to understand the perceptions and practice of educators in fostering peer relationships in their socio cultural contexts using the socio-cultural theoretical lens of Rogoff’s three-plane analysis. Findings from both settings conclude that despite of the cultural variations, early childhood educators’ engage in caring pedagogy by mediating a given curriculum; while their overall roles are defined and refined by cultural contexts within and beyond the immediate institutional contexts. In order to recognize and appreciate the wider ecological niche, which is impacting educators’ roles, I have argued for a clear and separate ecological focus to the original personal, inter-personal and institutional planes. Drawing philosophical inspiration from Krishnamurti’s ‘To be is to be related’ and Tagore’s ‘inherent mutuality’ and combining with Fleer’s theoretical concept ‘child embedded-ness’ -the study claims to make a contribution in terms of ‘community embedded relationships’ as opposed to child-centered peer relationships and pro-offers a socio-cultural theoretical framework for conceptualizing educators’ roles in fostering peer relationships by synthesizing all the three planes.

AbstractDespite the increasing awareness of the outdoors as a beneficial site for young children’s education, the status of outdoor activities varies in and within different cultures. Aiming to broaden and challenge presupposed understandings of education and care in the outdoors, we consider the empirical findings from all the chapters in this volume in order to identify a range of conditions for cultural formation in outdoor practices both within and between different cultures. Building on Mariane Hedegaard’s approach to cultural historical theory and Ødegaard and Krüger’s approach to cultural formation, our analysis is performed by identifying conflicts and alignments between the values and motive orientations of the individual and those interpreted from the contextual conditions and demands of institutions and society, particularly in relation to the perception of nature. In doing so, we depict how culture and nature are interrelated from a socio-cultural perspective, and argue that perceptions of nature shaped by institutions and society play a significant role creating conditions for cultural formation. The opportunity for play, learning and cultural formation in nature appears rich within all the represented cultural spaces described in this volume, although whether these opportunities are supported consistently within wider mainstream culture is regarded as an area of tension in some chapters. Based upon our analysis, we suggest that both pedagogical practices and cultural historical theory need to take the outdoors and nature into consideration when emphasising pedagogical practices for children’s play, learning and cultural formation.

Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.

ABSTRACT Background: Good nutrition and adequate stimulation for early learning are estimated as essential components for child development. The purpose of this study was to determine nutritional factors associated with child development aged 3-6 years. Subjects and Method: A cross sectional study was carried out at 25 preschools in Tanjung Jabung Timur, Jambi, Indonesia, from September to October 2019. A sample of 200 children aged 3-6 years was selected by stratified random sampling. The dependent variable was child development. The independent variables were child nutritional status, dietary pattern, exclusive breastfeeding, maternal education, maternal employment, and family income. Child development was measured by early childhood developmental screening. The other variables were collected by questionnaire. The data were analyzed by a multiple logistic regression. Results: Child development improved with good nutritional status (b= 1.86; 95% CI= 0.54 to 3.19; p= 0.006), exclusive breastfeeding (b= 0.58; 95% CI= -0.67 to 1.84; p= 0.363), good dietary pattern (b= 1.55; 95% CI= 0.31 to 2.79; p= 0.014), maternal education ≥Senior high school (b= 2.27; 95% CI= 0.98 to 3.55; p= 0.001), and family income ≥Rp 2,840,000 (b= 1.84; 95% CI= 0.34 to 3.33; p= 0.016). Child development decreased with mother working outside the house (b= -1.31; 95% CI= -2.42 to -0.19; p=0.021). Conclusion: Child development improves with good nutritional status, exclusive breastfeeding, good dietary pattern, maternal education ≥Senior high school, and family income ≥Rp 2,840,000. Child development decreases with mother working outside the house Keywords: child development, nutritional status, exclusive breastfeeding Correspondence: Dinda Septiani Hardilla. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: dindaseptianihardilla15@-gmail.com. Mobile: 082373568987 DOI: https://doi.org/10.26911/the7thicph.03.88

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.

The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.