Journal articles on the topic 'Environmental education Study and teaching (Early childhood)'
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Kotaman, Hüseyin, İlayda Karaboğa, Serkan Pehlül Bilgin, and Belma Tuğrul. "Impact of In-Service Environmental Education on Early Childhood Teachers’ Environmental Attitude." Discourse and Communication for Sustainable Education 13, no. 2 (November 15, 2022): 26–39. http://dx.doi.org/10.2478/dcse-2022-0016.
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Abstract The purpose of this study is to examine the impact of in-service education designed to improve early childhood teachers’ environmental awareness, knowledge, attitudes and their skills on integrating environmental issues in their teaching. Thirty early childhood teachers in the treatment group and Thirty in the control group participated the study. Teachers in the control group did not attain in-service education. Teachers responded to the Environmental Problems Attitude Scale (EPAS) before and after the in-service education. After the education process, teachers in the treatment group provided qualitative data about the impact of this education. For the treatment group the Mann-Whitney U test revealed a significant increase from pretest to posttest. Mann-Whitney U did not indicate a significant increase for the control group. Three major themes derived from qualitative data. These are an increase in environmental awareness, an increase in individual responsibility and taking action, as well as increased motivation and being better equippedfor environmental education.
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Campbell, Coral, and Christopher Speldewinde. "Early Childhood STEM Education for Sustainable Development." Sustainability 14, no. 6 (March 17, 2022): 3524. http://dx.doi.org/10.3390/su14063524.
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Early childhood education is crucial for the development of young children’s understanding of the natural world. Children have a role in sustaining a viable environmental and social future. This research interrogated key ideas concerning STEM education for sustainable development, drawing on seminal research and a range of government policy documents to formulate a futures-oriented approach to supporting children to build understandings in early childhood sustainability. Through the use of ethnography, a research methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning enabled agentic responses in aligning with early understanding of STEM and sustainability. Using accepted descriptors of international Sustainable Development Goals within an early childhood research study, the research highlights how the development of interactive, learner-centred STEM teaching not only enables investigative, action-adapted learning, but also fosters independent learners who are responsive to their natural environment. The implication of this research is that further development of children’s environmental agency is suggested by the authors. The introduction of a whole-of-kindergarten approach that focuses on the systemic development of quality STEM education is posited as an avenue for educators to build young children’s understandings of sustainable development.
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Park, Boosook. "A Study on the Uzbekistan Pre-service Early Childhood Teachers Who Experienced Young Children’s Movement Classes." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 65–82. http://dx.doi.org/10.22251/jlcci.2022.22.12.65.
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Objectives This study applied Korean university’s early childhood movement class to Uzbekistan pre-service early childhood teachers and analyzed the student’s participation and the contents of the movements class planned by the students.
Methods This study applied the classes for 15 weeks from March 2021, targeting 90 Uzbekistan students of the Department of Early Childhood Education at the Korea International University in Ferghana (KIUF) and analyzed the experiences of students based on the collected data.
Results At first, the students obsessed with something to teach young children). However they gradually applied what they had learned, and led the class in a free and permissive atmoshpere. In the participation process, There were positive emotional changes such as joy, passion, and sense of accomplishment. The contents of the motion activity simulation class actively used various teaching aids. However, There was a lack of consideration for the systematic planning process and safety.
Conclusions Cultivating the pre-service early childhood teachers who learned Korean early childhood curriculum seems to enable to nurture experts in early childhood education in Uzbekistan. In addition, as it is possible to apply the Korean Nuri Curriculum, it is expected that high-quality early childhood education will be practiced in the field of early childhood education in Uzbekistan. Furthermore, it will contribute to Uzbekistan’s early childhood education by delivering Korea’s early childhood education to Uzbekistan’s early childhood education.
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Park, Boosook. "A Study on the Uzbekistan Pre-service Early Childhood Teachers Who Experienced Young Children’s Movement Classes." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 12 (June 30, 2022): 67–84. http://dx.doi.org/10.22251/jlcci.2022.22.12.67.
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Objectives This study applied Korean university’s early childhood movement class to Uzbekistan pre-service early childhood teachers and analyzed the student’s participation and the contents of the movements class planned by the students.
Methods This study applied the classes for 15 weeks from March 2021, targeting 90 Uzbekistan students of the Department of Early Childhood Education at the Korea International University in Ferghana (KIUF) and analyzed the experiences of students based on the collected data.
Results At first, the students obsessed with something to teach young children). However they gradually applied what they had learned, and led the class in a free and permissive atmoshpere. In the participation process, There were positive emotional changes such as joy, passion, and sense of accomplishment. The contents of the motion activity simulation class actively used various teaching aids. However, There was a lack of consideration for the systematic planning process and safety.
Conclusions Cultivating the pre-service early childhood teachers who learned Korean early childhood curriculum seems to enable to nurture experts in early childhood education in Uzbekistan. In addition, as it is possible to apply the Korean Nuri Curriculum, it is expected that high-quality early childhood education will be practiced in the field of early childhood education in Uzbekistan. Furthermore, it will contribute to Uzbekistan’s early childhood education by delivering Korea’s early childhood education to Uzbekistan’s early childhood education.
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Choi, Il-Sun, Seong-Yeon Lee, and Jin-Wha Lee. "Early childhood education instructors’ teaching practice and perceptions of distance learning." Korea Association for Early Childhood Education and Educare Welfare 26, no. 3 (September 30, 2022): 113–32. http://dx.doi.org/10.22590/ecee.2022.26.3.113.
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The purpose of this study was to investigate the teaching practice and perceptions of distance learning among early childhood education instructors who have implemented online-based distance learning due to COVID-19. For this purpose, 139 instructors who taught early childhood education courses participated an online survey. The collected data were analyzed by frequency and percentage.
The results of this study are as follows. First, about 76% of early childhood education instructors had no experience of distance learning before COVID-19, and the training experience of distance learning was high at about 82%. The early childhood education instructors utilized the combination of real-time interactive classes and video content classes the most, and the frequency of using materials developed by them was high. Second, the early childhood education instructors recognized that the combination of real-time interactive classes and video content classes was the most effective and perceived the effect of non-face-to-face classes and face-to-face classes to be different, and a main reason of the difference was in the interaction between instructors and learners. As the advantages of distance learning, more than 90% of the instructors chose no time and space constraints and convenience due to non-contact. In order to increase the effectiveness of distance learning, they recognized that various improvements were needed, and among them, strengthening learners’ participation was the most necessary. More than 70% of the instructors answered that they are willing to continue at least some of the distance learning after COVID-19. For high-quality distance learning, they perceived that the instructors should develop interaction skills with learners and competencies related to distance learning, while universities should support instructors’ competencies for distance learning and make technical improvements. These results suggest the need to prepare a support system that reinforce instructor’s competencies for distance learning.
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Park, Eun-Ju. "The Effect of the Learner Participation-Centered Discussion Class on the Science Teaching Efficacy, Communication Capability, and Problem Solving Ability of Pre-service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 391–409. http://dx.doi.org/10.22251/jlcci.2022.22.13.391.
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Objectives The purpose of this study was to explore the effect of the learner participation-centered discussion class on the science teaching efficacy, communication capability, and problem solving ability of pre-service early childhood teachers. Methods The subjects of this study were 32 students enrolled in a four-year early childhood education program. The learner participation-centered discussion class were carried out through the science education class (45 hours) during the first semester in 2021. Data were collected from science teaching efficacy, communication capability, and problem solving ability rating scales. Results The results of quantitative analysis were as follows. First, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ science teaching efficacy(both science teaching outcome expectancy and science teaching self-efficacy). Second, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ communication capability(especially in message converting capability out of all sub-domains). Third, the learner participation-centered discussion class brought statistically significant difference to pre-service early childhood teachers’ problem solving ability(especially in the production of alternative resolution method, and the implement and confirmation of resolution method out of all sub-domains). Conclusions Therefore, the learner participation-centered discussion class is the meaningful teaching method to improve the science teaching professionality and problem solving ability of pre-service early childhood teachers.
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Lim, Hyunju. "A Study on the Actual and Future of Coding Education for Korean Preschooler: Based on LEGO Play." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 785–802. http://dx.doi.org/10.22251/jlcci.2022.22.14.785.
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Objectives The purposes of this study, by grasping the current status of early childhood coding education, which is emerging as a global issue, we sought the direction in which early childhood education in Korea should move forward and suggested a new direction for talent education in preparation for the future society.
Methods To this end, the current status of early childhood coding education and domestic early childhood coding education from the perspective of constructivism was identified, the role of Lego play was considered, and the direction of future early childhood education was investigated.
Results To this end, previous studies have shown that domestic infant coding education is not an active subject for infants, and infant coding teaching tools are mainly focused on creative thinking, and teacher competence is important to induce infant interest.
Conclusions The purpose of this study that Lego Play as a learner-centered play tool has the digital literacy skills required in the era of the 4th Industrial Revolution, and at the same time, it has a very important function as a convergence infant coding education that develops creative problem-solving skills through team interaction and cooperation.
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Saihu, Made, and Nasaruddin Umar. "The Humanization of Early Children Education." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (April 13, 2021): 173–85. http://dx.doi.org/10.35445/alishlah.v13i1.419.
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This study discusses the teaching-learning process seen from the humanistic education theory from Carl Ransom Rogers at Asmaul Husna Learning Park, South Jakarta. This paper focuses on the educational perspective's operation through fun learning techniques, integrated learning, and thematic learning. In this paper, the data sources are obtained through field observations and structured interviews from January to July 2019 using the case study method. Through the humanistic educational theory approach, this educational study is the importance of understanding the character and potential of early childhood to optimally develop children intellectual, emotional, and spiritual intelligence. Although sometimes some students are disobedient or lazy to take part in learning, teachers and institutional managers anticipate this by presenting information about child development. Even to a certain extent, the institution also includes parents to participate in learning activities together. Here is also the importance of a teacher's creativity in communicating, choosing parenting styles, and various other stimulations when carrying out the teaching and learning process in class and outside the classroom. Without teachers' creativity in teaching and learning, the improvement and enhancement of cognitive, affective, and psychomotor aspects will not be optimal. An educational perspective places the humanization aspect as the basis for transferring knowledge, transferring human values, and transferring happiness.
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Park, Hee-Suk and LeeHyunKyung. "A study on the relationships between early childhood teachers’ environmental education teaching efficacy beliefs and their training, experience, environmental education perceptions." Korean Journal of Early Childhood Education 28, no. 2 (April 2008): 51–68. http://dx.doi.org/10.18023/kjece.2008.28.2.003.
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Park, Hee-Sook. "The Exploration of the experiences of Play-Centered Teaching Demonstrations of Pre-Service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 849–65. http://dx.doi.org/10.22251/jlcci.2022.22.19.849.
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Objectives The purposes of this study were to explore the understanding of the Nuri Curriculum and experiences in the curriculum integration activities in the play-centered teaching demonstration of pre-service early childhood teachers. Methods The participants in this study were 20 pre-service early childhood teachers who attended early childhood teacher education courses at K University in Gyeonggi. The research data were collected three times and qualitatively analyzed the reflective journals on the experiences while performing play-centered activities in connection with the Nuri course in the teaching demonstration process. Results The results of the study are that first, pre-service early childhood teachers tried to understand the Nuri Curriculum for early childhood play-centered classes, to integrate it with the subject, and to find the educational meaning. Second, it was found that pre-service early childhood teachers, as supporters of early childhood play, organize and implement activities in the course of teaching demonstrations, develop reflective thinking skills, and improve their professionalism as cooperators for child-led play support. Conclusions Based on the results of this study, it was discussed how to improve the understanding of the Nuri Curriculum and the professionalism of the integrated curriculum.
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Hwang, Ji young, and Hyun Jung Kim. "Development of oral health education programs for early childhood education institutions: Applying Health Belief Model(HBM)." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 919–35. http://dx.doi.org/10.22251/jlcci.2022.22.24.919.
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Objectives In this study, the purpose of developing oral education programs for early childhood educational institutions applying the health belief model was to lay the foundation for continuous and systematic oral health education in early childhood education institutions.
Methods Through the literature review stage, the necessity of oral education program development research and research plan are established, and the needs of early childhood teachers, principals, parents, and dental hygiene experts are surveyed, analyzed and reflected to provide continuous oral education in early childhood education institutions. The health belief model (HBM) was applied to the possible oral education objectives, educational goals, educational contents, and teaching and learning methods. The suitability was verified by early childhood education experts and dental hygiene experts, and qualitative and quantitative evaluation methods for teachers and infants were constructed in the evaluation method.
Results This program consists of 17 sessions, by modifying and supplementing the health belief model appropriately for oral education, to have sensitivity to one's own oral health, to recognize the seriousness of the cause of dental caries, and to recognize the benefits arising from good oral health habits. The program consisted of procedures of recovering oral health obstacles, and acquiring a sense of self-efficacy.
Conclusions Through this study, children in early childhood education institutions check their oral conditions and based on this, they can expand and change their awareness of healthy oral care to practice and maintain behaviors for healthy oral hygiene. The significance of this study can be found in that it has prepared a sustainable oral education program that allows.
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Inoue, Michiko, Lyndal O'Gorman, and Julie Davis. "Investigating Early Childhood Teachers’ Understandings of and Practices in Education for Sustainability in Queensland: A Japan-Australia Research Collaboration." Australian Journal of Environmental Education 32, no. 2 (March 3, 2016): 174–91. http://dx.doi.org/10.1017/aee.2016.4.
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AbstractIn a study undertaken in Queensland, Australia, analysis of a survey that included both qualitative and quantitative questions revealed that, like their Japanese counterparts, early childhood teachers do not have well-developed ideas and practices in education for sustainability (EfS). Instead, they mainly practise traditional nature-based activities, such as gardening or playing outdoors, and teaching about resource conservation through books, posters or fact sheets. Teachers’ understandings of nature education, environmental education, and education for sustainability seem to influence their educational practices. Deeper understandings about sustainability are necessary to extend beyond such traditional practices. Even though national curriculum frameworks and guidelines point to the importance of sustainability within early childhood curriculum, these appear to be insufficient in strengthening early childhood teachers’ ideas of sustainability and how to practise it effectively. We suggest that it would be beneficial for early childhood teachers, both preservice and inservice, to have professional development opportunities that build deeper understandings of sustainability and its implementation in their settings.
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Fathurahman, M. "Penanaman Karakter Peduli Lingkungan Melalui Pengajaran Fikih Ekologi Pada Anak Usia Dini." WISDOM: Jurnal Pendidikan Anak Usia Dini 2, no. 2 (December 30, 2021): 198–221. http://dx.doi.org/10.21154/wisdom.v2i2.3367.
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This research is a library research, with the title Cultivating Environmentally Concerned Characters through Teaching Ecological Jurisprudence in Early Childhood. This research uses library materials as the main data source, and the main references in this research are ecological and Islamic books, character education and books on early childhood. The purpose of this study is combining two materials at once, namely environmental fiqh material and its role in shaping the character of early childhood. The results showed. First, environmental damage or the current ecological crisis is not actually due to ecological succession factors. However, the damage occurred precisely because of an anthropogenic disaster by human activities. Second, in environmental fiqh it contains material that is very important to study, namely maqoshidu shari'ah, especially hifdzu al-bi'ah. Thirdly, environmental care character is very urgent, especially given to early childhood, and for now studying this section is an obligation.
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Ko, Young Ja. "Effects of Music Teaching Program for Early Childhood Pre-service Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 789–803. http://dx.doi.org/10.22251/jlcci.2022.22.23.789.
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Objectives This study designed a music teaching program that can enhance the pre-kindergarten teachers’ personality characteristics and teaching efficacy in the music teaching class for pre-kindergarten teachers and examines the effects of the music teaching program through the results of applying the process. Methods To develop a music teaching program for pre-school teachers, starting with literature research, it is a composition that can be used in the teacher training process. It is designed as a 15 week educational program to be applied in the course. This program was conducted for 15 weeks for 120 students in the 3rd grade of early childhood education in Seoul and Gyeonggi area. The program was implemented mainly by instructors who have an understanding of the program and have experience in teaching and managing early childhood music education. Before and after the implementation of this program, the happiness and music teaching efficacy of pre-school teachers were measured. Results Through the music guidance program for prospective infant teachers, the post-test score was improved compared to the pre-test score of the happiness and musical teaching efficacy of the pre-infant teachers who participated. As a sub-factor of happiness, post-scores of internal happiness and self-regulated happiness were improved, and post-scores were improved in both sub-scores of general teaching efficacy and personal teaching efficacy, which are sub-scores of music teaching efficacy. The effect of this program could be confirmed as the score of happiness and music teaching efficacy increased. Conclusions This suggests that it is necessary to continue educational attempts to improve teacher competency and personality skills by combining music personality programs that can enhance the happiness and music teaching efficacy of prospective infant teachers in early childhood music guidance subjects.
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Mujtahid, Iqbal Miftakhul, Mery Berlian, Rian Vebrianto, and Musa Thahir. "Educational Props Development for Primary School and Early Childhood Education Teachers: Teachers Satisfaction Aspect." International Journal of Elementary Education 5, no. 1 (May 17, 2021): 89. http://dx.doi.org/10.23887/ijee.v5i1.33237.
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To maintain the continuity of science education through practicum/experimental activities, teachers have several problems in developing alternative simple science teaching aids which are easier and more affordable to provide and simple to use because they do not break easily. This study aims to analyze the level of satisfaction of the Community Service Program based on the problems faced by Elementary School and Early Childhood Education Teachers. This research is a cross-sectional study using a satisfaction survey of the assistance that has been carried out. The research subjects involved in this study were 30 participants who would be assessed in this study. The results showed that the Community Service Program succeeded in overcoming the problems faced by Elementary School and Early Childhood Education Teachers. This is evidenced by the high participation of teachers in participating in training and the success of teachers in developing educational teaching aids. This research has clear implications in developing innovative alternative media in the field of science.
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Alonso-Vargas, José Manuel, Eduardo Melguizo-Ibáñez, Pilar Puertas-Molero, Federico Salvador-Pérez, and José Luis Ubago-Jiménez. "Relationship between Learning and Psychomotor Skills in Early Childhood Education." International Journal of Environmental Research and Public Health 19, no. 24 (December 15, 2022): 16835. http://dx.doi.org/10.3390/ijerph192416835.
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Psychomotor skills are, among others, an aspect particularly valuable for structuring the teaching–learning process of infant schoolchildren. For this reason, a study was carried out with the aim of describing and comparing the socio-demographic, psychomotor, and learning levels of schoolchildren in the second stage of infant education. Ninety-five pupils from the second cycle of infant education in the capital of Granada took part in this study. A sociodemographic questionnaire, the movement assessment battery for children-2 (MABC-2), and the preschool learning behaviour scale (PLBS) were used to collect data. The main results show that manual dexterity appears as the main motor factor and similar figures in the three dimensions of learning behaviours. On the other hand, balance and learning behaviours were higher in 6-year-old schoolchildren. In terms of gender, girls obtained higher values for the level of the learning behaviour variables. A positive correlation was found between the dimensions of learning and motor activity.
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Juih, L. Julius, Elindra Yetti, and Nurbiana Dhieni. "Early Childhood Education: Contextual Thematic Teaching Materials Based on Classroom Activities." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 181–200. http://dx.doi.org/10.21009/jpud.151.10.
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Contextual learning binds the content of the subjects in the classroom with the context of the children's daily lives. Learning in early childhood classes (0-8 years) is carried out using the thematic method, which combines several learning materials into one subject. Thematic teaching resources in early childhood classes are still limited in number and rely on textbooks provided by the government. This study aims to develop activity-based teaching materials to assess contextual thematic learning. This research method uses model development research by Borg and Gall with data collection techniques using panels and questionnaires on expert tests, one to one test, small-group test, and large-group test. The research data analysis technique used mixed methods, namely quantitative data tabulated in the form of percentages and described in the qualitative form. The expert test provides recommendations that the instrument can be used to assess student teaching materials and teacher guidance. Teaching materials and teacher guides are suitable for use, and further testing is carried out. Based on the results of the one-to-one test, small-group test, and large-group test, both teaching materials and teacher guides are readability and eligibility with an average of 85.00. The implication of this research, it is suggested that early childhood education institutions where the pilot can use teaching materials and teacher guides in developing and assessing activity-based contextual thematic learning for further research.
Keywords: Early Childhood Education, Contextual Thematic, Classroom Activities
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Soini, Anne, Anthony Watt, and Arja Sääkslahti. "Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education." International Journal of Environmental Research and Public Health 18, no. 12 (June 15, 2021): 6454. http://dx.doi.org/10.3390/ijerph18126454.
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Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.
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Park, yun joung, and hee soo Im. "The Effects of Play Beliefs and Teaching Creativity of Early Childhood Education Institution Teachers on Play Support Competency." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 475–89. http://dx.doi.org/10.22251/jlcci.2023.23.1.475.
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Objectives The purpose of this study was to examine the effects of play beliefs and teaching creativity of teachers at early childhood educational institutions on play support competency.
Methods The subjects of this study were 287 teachers at day care centers and kindergartens in Busan and Gyeongsangnam-do. The analysis method was Person's product-moment correlation using SPSS 23 program to examine the relationship between teacher's play belief, teaching creativity, and play support competency, and multiple regression analysis was conducted to verify the influence of teacher's play belief and teaching creativity on play support competency.
Results As a result of data analysis, first, there was a positive correlation between teachers' play beliefs, teaching creativity, and play support competency. Second, among the sub-variables of play support competency, teacher's teaching creativity showed higher explanatory power in internal motivation, play goal, play design, and play operation, and teacher's play belief showed higher explanatory power in teacher's emotion and attitude, play support improvement effort, knowledge, play environment creation, and infant evaluation.
Conclusions The results of this study are significant in that it reminded the importance of teachers' play beliefs, teaching creativity, and play support capabilities in order for play-based education and childcare courses to be well realized in early childhood education institutions, and that teachers' play beliefs and teaching creativity should be promoted in order to enhance teachers' play support capabilities.
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Alam, Jan, Muhammad Azeem Ashraf, Samson Maekele Tsegay, and Nadia Shabnam. "Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4486. http://dx.doi.org/10.3390/ijerph19084486.
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Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.
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Buil, Pilar, Olga Roger-Loppacher, and Mireia Tintoré. "Creating the Habit of Recycling in Early Childhood: A Sustainable Practice in Spain." Sustainability 11, no. 22 (November 14, 2019): 6393. http://dx.doi.org/10.3390/su11226393.
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Early childhood education on sustainability has been an issue of high relevance in the last decade. In Spain, many different efforts have been made to increase children’s knowledge, skills, and awareness related to sustainability issues. However, uncertainty about the effectiveness of education on sustainable development exists. This research reports on an exploratory study organized by the association that promotes aluminum packaging recycling in Spain (Arpal). Seven teachers were trained on sustainability in general and on aluminum packaging recycling in particular. These teachers defined and implemented a teaching unit with active learning activities that involved three preschools. Fifty-four children under 6 years of age, mainly 2 and 3 years old, along with their parents, participated in the teaching unit. Qualitative and quantitative methods (questionnaires, in-depth interviews, and focus groups) were carried out to assess the impact. The results proved that different partners, such as children, parents, teachers, managers, and associations, can work together with the common goal of improving education on sustainable development in early childhood, and all of them benefit from this collaboration. Moreover, this study confirmed that education on sustainability should be embedded in the daily routine of preschools. Furthermore, after the exploratory study, the teaching unit was implemented in 29 Andalusian preschools.
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Qian, Yu, Xiurong Gu, and Hui Li. "Is Free Early Childhood Education a Sustainable Solution? Evidence from the Case Study of Nanjing." Sustainability 14, no. 11 (May 27, 2022): 6586. http://dx.doi.org/10.3390/su14116586.
Full textAbstract:
This case study adopted a mixed methods approach to understanding how and why the free early childhood education (ECE) policy in Nanjing, China, was formulated, implemented, and failed, using the “policy cycle” framework. Many countries have implemented the free ECE policy to solve affordability and accessibility problems without considering policy sustainability; thus, they have to discontinue the policy. Nanjing is no exception. Altogether 232 kindergarten principals and teaching/research staff were randomly sampled and surveyed, and 5 kindergarten principals and 5 teaching/researcher staff were interviewed. The results indicated that there were many obstacles to the policy’s sustainability, including conflict of interest, inefficient policy implementation, insufficient funding, and more social inequality issues. Additionally, the policymakers made mistakes in the five domains of the policy cycle: the context of influence, the context of policy text production, the context of practice, the context of outcomes, and the context of political strategy. Finally, the three important lessons for a more sustainable policy decision process are discussed.
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Christensen-Sandfort, Robyn J., and Stacie B. Whinnery. "Impact of Milieu Teaching on Communication Skills of Young Children with Autism Spectrum Disorder." Topics in Early Childhood Special Education 32, no. 4 (April 20, 2011): 211–22. http://dx.doi.org/10.1177/0271121411404930.
Full textAbstract:
This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were selected based on each child’s Individualized Education Plan. Milieu teaching strategies were implemented in two activities per day per target. Generalization and maintenance effects were also determined. Results indicated that milieu strategies are an effective means of providing communication skills instruction for young children with ASD in an ECSE classroom.
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Jo, Hyeyoung. "The Effects of Flipped Learning Class Using Team-based Learning on Pre-service Early Childhood Teacher’s Achievement Motivation, Cooperative Self-efficacy, Cognitive Learning Competence, and Major Satisfaction." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 685–96. http://dx.doi.org/10.22251/jlcci.2022.22.16.685.
Full textAbstract:
Objectives The purpose of this study is to find out the effects of flipped learning class using team-based learning in early childhood music education class on the achievement motivation, cooperative self-efficacy, cognitive learning competence, and major satisfaction of pre-service early childhood teachers. Methods For this, using SPSS 23.0, we divided the research variables into pre- and post- and distributed the questionnaire to 45 students who took early childhood music education among K University's early childhood education department located in Chungcheongbuk-do. We confirmed the statistical significance in the 95% confidence interval by analyzing with the Paired T-test, which is a method of comparing the paired pre- and post-average data for each study variable. Results These are the main findings. First, the descriptive statistics for each variable, which were achievement motivation, cooperative self-efficacy, cognitive learning competence, and major satisfaction was higher than 3 points and satisfied the normality. In addition, the difference in average scores of research variables before and after flipped learning classes using team-based learning was found to have improved from a minimum of .11 to a maximum of .53. Second, the effects of flipped learning class using team-based learning on achievement motivation was not found to be statistically significant, whereas the effects on cooperative self-efficacy, cognitive learning competence, and major satisfaction were statistically significant. Conclusions The results of this study confirmed the possibility of applying the innovative teaching method as a practical study through the major satisfaction as well as the competence required for pre-service early childhood teachers. It is also meaningful in that it is used as basic data to suggest a direction to competence-based education.
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Nielsen-Rodríguez, Adriana, Ramón Romance, and Juan Carlos Dobado-Castañeda. "Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity." International Journal of Environmental Research and Public Health 18, no. 7 (April 6, 2021): 3836. http://dx.doi.org/10.3390/ijerph18073836.
Full textAbstract:
Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.
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Kan, Li, Sheila Degotardi, and Hui Li. "Similar Impact, Different Readiness: A Comparative Study of the Impact of COVID-19 on ECTE Practice." Sustainability 14, no. 21 (October 28, 2022): 14078. http://dx.doi.org/10.3390/su142114078.
Full textAbstract:
COVID-19 lockdowns forced universities to deliver classes wholly online, resulting in various impacts on higher teacher education institutions (TEIs) that were differently prepared for such a change. However, few studies have explored the impact of the pandemic on the shift of early childhood teacher education programs to online delivery, especially from a cross-national comparative perspective. To address this gap, this study compared how early childhood teacher educators (ECTEs) in one Australian and one Chinese TEI viewed and coped with the challenges caused by online teaching during the lockdowns. A total of 14 ECTEs participated in this triangulated qualitative study: six from the Australian TEI and eight from the Chinese TEI. Thematic analysis was used to analyze the research data. The results indicated that the Australian ECTEs were better prepared for online education than their Chinese counterparts regarding proficiency and advance in using online teaching platforms, trying different kinds of teaching styles, and their online teaching skills, literacy, and competence. However, the coded data showed that the participant Australian and Chinese ECTEs shared similar views on the negative impact of the change, such as producing ineffective interaction, broken social-emotional connections, heavier workloads, and drained staff. The findings suggest that TEIs from Australia and China need to develop contextually appropriate strategies and innovative solutions to cope with the lockdown challenges.
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Ghim, Hyeyoung. "Early Childhood Teachers’ Perception Shifts on Social Studies After Taking a Teacher Education Course From a Critical Perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 823–35. http://dx.doi.org/10.22251/jlcci.2022.22.23.823.
Full textAbstract:
Objectives This study explores early childhood teachers’ perception shifts on social studies after taking a teacher education course called ‘social studies in early childhood’ designed from a critical perspective. Specifically, it attempts to identify effective teaching methods for transformative learning. The study utilizes critical theory and transformative learning theory as theoretical frameworks. Methods A survey consisting of seven open-ended questions was distributed to the teachers enrolled in class. Results The study found that the teachers have changed their perspectives in two ways. First, the teachers redefined the meaning of social studies and expanded their understanding of the subject. Second, they learned the importance of maintaining critical perspectives when perceiving the subject and society. Conclusions Based on the findings, the study stresses the importance of holding critical perspectives as teacher educators and suggests ways to incorporate their perspectives into instructional practices in teacher education.
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Chang, Ching-Wen, Shan-Shan Cheng, I.-Wen Chang, Fong-Ruey Liaw, and Ching-Ching Cheng. "The development of “Early Childhood Education & Care Curriculum Framework Implementation Scale” in Taiwan." Hungarian Educational Research Journal 11, no. 4 (December 20, 2021): 377–95. http://dx.doi.org/10.1556/063.2021.00041.
Full textAbstract:
Abstract Taiwan government consolidated the kindergarten and daycare systems in 2012, and launched a new national curriculum framework, Early Childhood Education & Care Curriculum Framework (ECECCF), as a guidance for quality early childhood education programs. Research has shown that the effects of a new educational program highly depended on the fidelity of its implementation. It has thus been suggested that the degree of implantation of a program needs be evaluated before conducting further program evaluation. Thus, the purpose of this study was to construct an Early Childhood Education Curriculum Framework Implementation Scale (ECECCF Implementation Scale) for Taiwanese preschool programs. 216 preschool classes in Taiwan were involved. The study consisted of two stages: In Stage 1, the exploratory factor analysis showed that the implementation of ECECCF could mostly be explained by four factors, and all the factors extracted had acceptable reliability and validity. In Stage 2, rubrics were constructed for each item and factor analysis was re-conducted, resulting in a 19-item scale of four factors (Awareness and Adjustment, Learning Centers Arrangement, Teaching Guidance and Curriculum Development). The reliability and validity tests shows that: (1) the final version of the ECECCF Implementation Scale is a valid and reliable instrument, explaining 62.9% of the total variance; (2) the criterion validity indicated that the ECECCF scale can not only be used for assessing the implementation of ECECCF, but also can be used for understanding teachers’ needs in instructional and operational curriculum for further professional development.
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Lafave, Lynne, Alexis D. Webster, and Ceilidh McConnell. "Impact of COVID-19 on Early Childhood Educator’s Perspectives and Practices in Nutrition and Physical Activity: A Qualitative Study." Early Childhood Education Journal 49, no. 5 (April 24, 2021): 935–45. http://dx.doi.org/10.1007/s10643-021-01195-0.
Full textAbstract:
AbstractGovernment guidelines for relaunching early childhood education and care (ECEC) programs during the COVID-19 pandemic have required the implementation of various practices to minimize the risk of infection transmission. These directives include recommendations regarding serving and handling food, shared spaces, and physical distancing which have a direct impact on the health and development of children in care. The purpose of this study was to explore early childhood educators’ perspectives on how COVID-19 guidelines have impacted the nutrition and physical activity practices within their ECEC environment. A qualitative description approach was used to explore a purposive sample of 17 educators working full time in ECEC centres during the pandemic between July and August 2020. Semi-structured, individual interviews were conducted, audio-recorded, transcribed verbatim, and analysed using a thematic analysis. Educators identified environmental changes in their environments noting a reduction in the quality food available for children juxtaposed with increased outdoor opportunities and a perceived increase in physical activity time. Teaching practices were also identified as being impacted by the COVID-19 guidelines. Curriculum, life skills, and social connectedness around healthy eating education was disrupted. Promoting physical activity education was challenged due to equipment, space, and curriculum enrichment opportunities losses. These findings demonstrate pronounced negative effects of COVID guidelines on nutrition and physical activity best practices within the ECEC environment. There is a need to support educators in maintaining healthy and active environments for preschoolers while following guidelines to minimize the risk of COVID infection transmission.
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Estrada-Vidal, Ligia Isabel, María del Carmen Olmos-Gómez, Rafael López-Cordero, and Francisca Ruiz-Garzón. "The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development." International Journal of Environmental Research and Public Health 17, no. 15 (July 24, 2020): 5323. http://dx.doi.org/10.3390/ijerph17155323.
Full textAbstract:
In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.
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Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 8, 2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.
Full textAbstract:
The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills.
Keywords: Parental Perspective; Computer Learning; Early childhood education
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Aryani, Nini, and Nopa Wilyanita. "Optimizing the Cooperation Between Teacher and Parents in the Implementation of Studying From Home for Early Childhood." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 30, 2021): 2391–98. http://dx.doi.org/10.35445/alishlah.v13i3.965.
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Early childhood education is being conducted at home in the event of a Covid-19 pandemic. Parents in the WhatsApp Group receive teaching materials from the teacher via this method of instruction. As a result, teachers and parents must work together to ensure that children at home are still receiving an education that is tailored to their individual needs. This study used a qualitative approach based on interviews with teachers and parents from five Aisyiyah Bustanul Athfal Kindergartens located in Pekanbaru City. In the study, teachers and parents found that a positive attitude in communication patterns between them. They can lead to good patterns of cooperation, with parents being able to guide and motivate their children while implementing learning at home and being directly involved in learning with children by accompanying their children while studying.
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Veraksa, Aleksander, Purnima Singh, Margarita Gavrilova, Nishtha Jain, and Nickolay Veraksa. "Russian and Indian Preschool Educators’ Beliefs about Distance Education for Preschoolers." Education Sciences 11, no. 12 (December 15, 2021): 814. http://dx.doi.org/10.3390/educsci11120814.
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Increasing interest in the digitization of education raises the question of the specifics of the use of digital devices in preschool education and the perception of these new practices by educators. The primary purpose of this study was to examine educators’ beliefs about distance education for preschool children in Russia and India, given their professional education and cultural background. These two countries were chosen to explore how the education system has dealt with emergency remote teaching in countries with social and economic diversity. The study involved 909 preschool educators (623 from Russia and 286 from India). An exploratory factor analysis of educators’ responses to the Educators’ Beliefs about Distance Education for Preschoolers Questionnaire identified three factors. The first factor reflects the degree of positive or negative beliefs about the promotion potential of distance education for preschool children’s development. The second represents educators’ beliefs about the effectiveness of distance education depending on different teacher, child, and environmental conditions. The third is manifested in the belief among educators that distance education is ineffective in preschool education. The findings suggest that the years of professional education in early childhood pedagogy impacts educators’ beliefs about distance education for preschool children. Regardless of the number of years of education training, educators in India were more likely to believe in the high promotion potential of distance education in early childhood.
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Regassa, Tesema, Belay Tefera, Dawit Negassa, and Firdissa Jebessa. "Teachers’ Beliefs and Practices in Reaching Children’s Varied Needs in Early Childhood Education Programs." East African Journal of Education Studies 5, no. 1 (February 4, 2022): 37–53. http://dx.doi.org/10.37284/eajes.5.1.543.
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Quite a lot of research investigations were carried out in Ethiopia to examine ECCE designs, provisions, and contributions. However, little research was done to understand how developmentally appropriate were the ECCE designs and provisions. This research piece attempted to fill in this gap by attempting to explore teachers’ beliefs and practices about reaching out for children’s varied needs in Early Childhood Education programs in Adama Town. A sequential exploratory mixed design was employed in which data were collected through unstructured interviews, observation, and document analysis from purposefully selected private, government, and faith-based early childhood education centres. The participants of the study were 9 early childhood care and education (ECCE) teachers purposefully selected from private, faith-based, and government preschools. Data collected from a sample of nine teachers through interviews, records, and observation field notes were transcribed, coded, categorised, and developed into themes within and across cases. Data from the quantitative strand employed a sample of 190 (45%) teachers from the three settings. The findings were presented under one overarching theme that revealed that children with special needs were minimally integrated into the ECCE settings. Also, the teachers had inadequate training and pedagogical skills to create inclusive ECCE settings for children with special needs. Moreover, environmental factors had a greater impact on their classroom practices than their beliefs. In discussions of their beliefs, the teachers mentioned various sources of barriers, such as limited knowledge and pedagogical skills, pre-service and in-service training, DAP curriculum, hands-on experience teaching materials, play equipment, suitable learning environment, budget, awareness about children with special needs and stakeholders’ collaboration, which affected their practices. Lastly, the implications of this study for the ECCE stakeholders were suggested.
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Kwon, Kyong-Ah, Timothy G. Ford, Jessica Tsotsoros, Ken Randall, Adrien Malek-Lasater, and Sun Geun Kim. "Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 19, no. 8 (April 18, 2022): 4919. http://dx.doi.org/10.3390/ijerph19084919.
Full textAbstract:
While a global understanding of teacher well-being during the COVID-19 pandemic is beginning to emerge, much remains to be understood about what early childhood teachers have felt and experienced with respect to their work and well-being. The present mixed-method study examined early care and education (ECE) teachers’ working conditions and physical, psychological, and professional well-being during the COVID-19 pandemic using a national sample of 1434 ECE teachers in the U.S. We also explored differences in working conditions and well-being among in-person, online, and closed schools, given the unique challenges and risks that ECE teachers may have faced by teaching in these different modalities. From the results of an online survey, we found that in the early months of the pandemic, many ECE teachers faced stressful, challenging work environments. Some were teaching in new, foreign modes and formats, and those still teaching in person faced new challenges. We found many common issues and challenges related to psychological and physical well-being across the three teaching groups from the qualitative analysis, but a more complicated picture emerged from the quantitative analysis. After controlling for education and center type, we found that aspects of professional commitment were lower among those teachers teaching in person. Additionally, there were racial differences across several of our measures of well-being for teachers whose centers were closed. Upon closer examination of these findings via a moderation analysis with teacher modality, we found that Black and Hispanic teachers had higher levels of psychological well-being for some of our indicators when their centers were closed, yet these benefits were not present for Black and Hispanic teachers teaching in person.
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Ding, RuiXin, and Haeri Kim. "The meaning of teaching according to Chinese Preservice Kindergarten Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 335–57. http://dx.doi.org/10.22251/jlcci.2022.22.21.335.
Full textAbstract:
Objectives This study aims to understand preservice kindergarten teachers’ belief systems on teaching and their recognized meaning of teaching so that they can redefine their own perceptions of teaching. Methods To this end, this study selected 90 consistently participatory students out of a total of 102 students enrolled in the childhood education program’s third term early childhood teacher education course at a 4-year college of education in the S district of Jilin province, China, and collected data through multiple methods including conducting discussions, image analysis, and kindergarten class video analysis. Results The study’s results showed that Chinese preservice kindergarten teachers’ understanding of the meaning of teaching can be broadly categorized into: two-way interaction, social responsibility and duty, problem-solving situations in daily life and directly related activities, and optimistic and harmonious emotional development and related activities. Conclusions The findings show that first, teaching is not merely a means to an end but an act pursuing goodwill in and of itself, is a practical execution that goes beyond being a tool, and is a “relative” practical execution that requires the responsibility of having the ability to react. Second, as an act that tells the learner the direction they should go in and passes on an understanding of the directionality learners ought to make judgments with, teaching is an act that requires responsibility and a sense of duty. Thus, the meaning of teaching to a teacher must expand and teachers must develop the ability to independently recognize and judge the way they teach. Third, as the act of teaching is related to problem-solving in daily life, practical knowledge must be emphasized and developed. Fourth, since the act of teaching is related to optimistic and harmonious emotional development, the perception of teaching and a positive job identity are very important. The conclusion of this study suggests that recognizing teaching morality before executing the teaching role at the preservice kindergarten teacher stage and making philosophical reflections about teaching are necessary.
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Sutrisno, Firdaus Zar'in, and Siti Salehcah. "Local Content Curriculum Model for Early Childhood Scientific Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 81–100. http://dx.doi.org/10.21009/jpud.151.05.
Full textAbstract:
Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model
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Mun, Sehui, and Jina Noh. "The Experience and Perception of Early Childhood Special Education Teachers on the Operation of 2019 revised NURI Curriculum for Children with Severe and Multiple Disabilities." Korean Journal of Early Childhood Special Education 22, no. 2 (June 30, 2022): 23–49. http://dx.doi.org/10.21214/kecse.2022.22.2.23.
Full textAbstract:
The purpose of this study is to investigate the experiences and perceptions of early childhood special education teachers in applying 2019 revised NURI curriculum to young children with severe and multiple disabilities. For this purpose, individual interviews were conducted with 6 early childhood special education teachers who had experience in applying revised NURI curriculum to children with severe and multiple disabilities. Data were analyzed into 3 topics and 8 subcategories through qualitative content analysis. The key themes were 1) revised NURI curriculum and young children with severe and multiple disabilities, 2) experience of operating revised NURI curriculum for young children with severe and multiple disabilities, 3) difficulty and support needs of revised NURI curriculum for young children with severe and multiple disabilities. The main findings were as follows. First, participants experienced confusion and trial and error, while recognizing the importance of play. Second, participants supported children’s play through close observation, making special teaching materials, conducting direct teaching, and cooperating with fellow teachers and family members. Third, participants stated that support in various aspects such as medical/treatment support, teacher support, and environmental support was necessary. Based on the results of the study, we discussed the operational support ways that should be considered when applying revised NURI curriculum to young children with severe and multiple disabilities.
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Yuniarti, Yuniarti, Ryani Yulian, and Yuniarti Yuniarti. "Digital Story Telling Based on Multimodal Elements on EFL Learners’ Speaking Performance." JPI (Jurnal Pendidikan Indonesia) 11, no. 2 (June 22, 2022): 308–16. http://dx.doi.org/10.23887/jpiundiksha.v11i2.40217.
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Educators must adapt the contextual model of teaching with educational technology to improve teaching and learning English quality. Digital storytelling is one of meaningful technology that can enhance students' speaking skills. This study examined the effectiveness of digital storytelling based on multimodal elements on EFL learners' speaking performance. A quasi-experimental design with a control and experimental group was employed. The sample consisted of 40 students of Teacher Education of Early Childhood Education. Both classes studied English for Early Childhood Education. Sample in the experimental group was treated by digital storytelling based on multimodal elements and local contents. The control group studied the storytelling based on a conventional video. The instrument used ware speaking rubric, Likert-Scale questionnaires, and interview. Data analysis for students' speaking performance consisted of the inter-reliability test, normality test, homogeneity, test of linearity, and ANCOVA. The procedures of thematic analysis adopted inductive and deductive coding. The result of study shows that digital storytelling with multimodal elements effectively enhances EFL learners speaking performance. The descriptive statistics show that students in the experimental group (M=85.4) significantly outperformed the control group (M=76.9) on their speaking performance by digital storytelling. The students perceived a positive perception of digital storytelling based on multimodal elements in learning English in terms of enjoyment of multimodal features such as visual and auditory and values depicted from local values. The study also explored several perceived obstacles in using digital storytelling in speaking, such as digital and technical literacy, language skill, creativity and innovative thinking, and collaborative learning.
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Laguna, Thalyta Freitas dos Santos, Tanandra Hermanns, Ana Claudia Pinto da Silva, Liana Nolibos Rodrigues, and Josiane Lieberknecht Wathier Abaid. "Remote education: parents' challenges in teaching during the pandemic." Revista Brasileira de Saúde Materno Infantil 21, suppl 2 (2021): 393–401. http://dx.doi.org/10.1590/1806-9304202100s200004.
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Abstract Objectives: to characterize the teaching-learning process of children in early childhood taught by their parents and/or caregivers in remote educational mode, in different social contexts, during the COVID-19 pandemic. Methods: a bibliographic study was carried out through a qualitative research in three VHL, Lilacs and Scielo databases. The descriptors Children, Pandemic, Caregivers, Distance education and Mental health were used. The sample was composed of 35 materials. Results: it was observed that countries presented problems in its educational system and that their situation also aggravated, such as in Brazil. Schools should try to mitigate the impact of the confinement, based on the recommendations that aim to consolidate what has been learned and interrupt the teaching of new content, eliminating the pressure on parents and guardians who assist students at this time. It is known that there is a lack of preparation of these caregivers, since the vast majority do not have materials or available time, because of home office, making remote learning difficult. The psychological impacts of remote learning - stress, fear, decreased performance and frustration are noticeable in everyone who is involved. Thus, the coping strategy focused on the problem can prevent the worsening of symptoms in mental health. Conclusion: it is expected to promote future reflections according to the theme through Psychology.
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Boera, Enidy Chris, and Peter Kimanthi Mbaka. "Influence of Teacher Supervision on Quality Early Childhood Development and Education in Nyamira-North Sub-County, Nyamira County, Kenya." Research Journal of Educational Studies and Review 7, no. 3 (December 20, 2022): 31–37. http://dx.doi.org/10.36630/rjesr_22005.
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The purpose of the study was to establish the influence of teacher supervision on the quality of early childhood development and education. The study adopted a descriptive survey design. The study targeted 97 ECDE Centres. A simple random sampling technique and a purposive sampling technique were used to select the respondents. Data was collected using a questionnaire and interview guide. The reliability of the instruments was estimated at 0.83 by the use of Cronbach’s Alpha Correlation Coefficient. The hypothesis was tested at alpha α = 0.05 using Chi-square model and simple linear regression. Qualitative data analysis from the interviews was categorized according to the themes based the on research hypothesis. Descriptive such as mean, standard deviation, percentages and frequencies was also used. The findings of the study revealed tha the decentralized teacher supervision function has a significant influence on the quality of ECDE in Nyamira South Subcounty of Nyamira County, Kenya with chi square value χ2 = 42.655 and P< 0.00 with 11.4% variation. The study recommended that decentralized government should ensure regular supervision of ECDE teaching and learning to improve the transition and participation rate and competence achievement among ECDE learners. Key Words: Supervision, Decentralization, Quality, Early Childhood Development and Education, Competence, Transition rate.
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Costa, Anna Laryssa Do Nascimento, and Francisca Ivoneide Benicio Malaquias Alves. "Sustentabilidade e Reciclagem na Educação Infantil / Sustainability and Recycling in Early Childhood Education." ID on line. Revista de psicologia 15, no. 58 (December 30, 2021): 33–48. http://dx.doi.org/10.14295/idonline.v15i58.3281.
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Resumo: É um estudo que se justifica pela premente necessidade de abordar o tema sustentabilidade e reciclagem cada vez mais cedo no âmbito escolar, aproximando os pequenos estudantes de sua responsabilidade para com a Natureza e o Planeta Terra. O objetivo geral deste estudo é discutir o tema em pauta para aproximá-lo da realidade cotidiana da sala de aula, não só na Educação Infantil, como é a proposta, mas de todos os níveis educacionais. Quanto aos objetivos específicos lista-se: conceituar sustentabilidade e reciclagem, estudar a história da educação ambiental e analisar as forma lúdicas de ensino-aprendizagem. Traz como problema da pesquisa: De que forma aproximar as crianças da Educação Infantil da questão da sustentabilidade e da reciclagem. Sendo uma das hipóteses, despertá-las por meio de uma educação lúdica e atrativa. Em termos metodológicos trata-se de uma pesquisa bibliográfica, qualitativa, elaborada a partir de livros, artigos, periódicos e demais materiais em meio físico e eletrônico. Considera-se ao concluir o estudo que não há dúvida quanto a importância de se abordar o tema em pauta já no início da vida escolar das crianças, pois desta forma se formará cidadãos e cidadãs cônscios de suas responsabilidades e deveres para com o meio ambiente. Palavras-Chave: Sustentabilidade. Reciclagem. Meio Ambiente. Educação Infantil. Abstract: It is a study that is justified by the pressing need to address the issue of sustainability and recycling at an earlier age in the school environment, bringing young students closer to their responsibility towards Nature and Planet Earth. The general objective of this study is to discuss the topic at hand to bring it closer to the everyday reality of the classroom, not only in Early Childhood Education, as proposed, but at all educational levels. As for the specific objectives listed conceptualize sustainability and recycling, study the history of environmental education and analyze the playful forms of teaching-learning. It brings as a research problem: How to bring children in Early Childhood Education closer to the issue of sustainability and recycling. One of the hypotheses is to awaken them through a playful and attractive education. In methodological terms, it is a bibliographical, qualitative research, elaborated from books, articles, periodicals and other materials in physical and electronic media. When concluding the study, it is considered that there is no doubt about the importance of addressing the topic in question at the beginning of the children's school life, as this will form citizens aware of their responsibilities and duties towards the environment. Keywords: Sustainability. Recycling. Environment. Child education.
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Hayati, Nur, Muthmainah, and Rina Wulandari. "Children’s Online Cognitive Learning Through Integrated Technology and Hybrid Learning." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 116–32. http://dx.doi.org/10.21009/jpud.161.08.
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Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed.
Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning
References:
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Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345
Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x
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Kwon, In-Ok, and Sung-On Hwang. "A meta-analysis of the effects of early childhood cooking activities." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 813–26. http://dx.doi.org/10.22251/jlcci.2022.22.20.813.
Full textAbstract:
Objectives The purpose of this study was to examine the effects of early childhood cooking activities studies by using Meta-analysis and to analyze control variables that affect the effect size of cooking activities for young children. Methods Using the Korean Academic Research Information Service (RISS), 456 domestic thesis and academic journal papers published from 2016 to 2021 were searched as the subject words of “childhood & cooking”, and a total of 24 of them were selected as final papers for analysis. After verifying homogeneity using the Comprehensive Meta-Analysis (CMA) program, the effect size was analyzed by applying a random effect model. When the heterogeneity of the effect size is large, meta-ANOVA was performed using the moderating variable in the study for further explanation. Results The overall effect size of the cooking activities was 1.10 which indicated early childhood cooking activities are highly effective. The difference of effect size depending on dependent variables was statistically significant, nutrition knowledge was the highest scored variable in effect size. As a result of analyzing differences in effect size according to moderating variables, there were significant differences according to the age, activity period, teaching methods, and cooking season. The younger the early children who participated in cooking activities, the higher the effect size, and the higher the activity period. When cooking activities were conducted in connection with garden activities, the effect size was the highest. In addition, storytelling, picture book use, and art activities were also more effective than when cooking activities were conducted alone. When cooking activities were conducted in spring and autumn, the effect size was the highest. Conclusions Based on the results of this study, it is necessary to consider more diverse control numbers later in order for cooking activities to have a better effect in the field of early childhood education.
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Hapidin, Winda Gunarti, Yuli Pujianti, and Erie Siti Syarah. "STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 262–74. http://dx.doi.org/10.21009/jpud.142.05.
Full textAbstract:
STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources.
Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning
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Af'idah, Irma Nur, Ilma Faza Rosyadah, and Rika Amelia Putri. "Analisis Gangguan Kecemasan Sosial Anak Berkebutuhan Khusus pada Usia Dini." Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini 1, no. 2 (November 26, 2022): 167–84. http://dx.doi.org/10.35878/tintaemas.v1i2.540.
Full textAbstract:
Early childhood has limited ability to think and move. But besides that, early childhood has rapid physical growth, as well as the basic abilities and skills that they develop. At a certain age, children have a selfish, stubborn, spoiled and sensitive attitude that is still very high. As parents, teachers and adults and their environment, we must understand the level of needs and character of children, so that there are no mistakes in educating and teaching. Because in the process of child development, needs will arise in the child that must be met and fulfilled. One of them is psychological need. These needs are absolutely necessary, and even play an important role in providing the basis for growth and development through physical, cognitive and socio-emotional aspects. When children have not received their needs properly, adjustment problems will arise in children, one of which is emotional and behavioral disorders. At each age level, children have different levels of needs, due to differences in age, physical, psychological, heredity and environmental factors. The needs of early childhood are closely related to the child's education process. The purpose of this study was to determine the needs and psychological disorders in early childhood through library research. This study uses research journals and books. Based on data analysis, it was found that there are several psychological needs that must be met for children as well as factors that cause children with psychological disorders.
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Fox, Lise, Mary Louise Hemmeter, Patricia Snyder, Denise Perez Binder, and Shelley Clarke. "Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence." Topics in Early Childhood Special Education 31, no. 3 (April 14, 2011): 178–92. http://dx.doi.org/10.1177/0271121411404440.
Full textAbstract:
Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children’s social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive frameworks that organize promotion, prevention, and intervention practices, and even fewer studies have examined implementation within early childhood classrooms. In this study, three teachers were trained and coached to implement promotion, prevention, and intervention practices related to the Teaching Pyramid Model. Findings from the present single-subject multiple probe across teachers’ experimental study offer evidence of a functional relationship between training and coaching and implementation of practices associated with the model. Results are discussed with respect to challenges related to supporting teachers to implement with fidelity a complex and comprehensive array of evidence-based practices and the critical importance of coaching.
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Rahiem, Maila D. H., and Veda Ria Perdana. "Pembelajaran Online Anak Usia Dini Menggunakan Grup WhatsApp di Masa Covid-19." KINDERGARTEN: Journal of Islamic Early Childhood Education 5, no. 1 (April 23, 2022): 1. http://dx.doi.org/10.24014/kjiece.v5i1.16509.
Full textAbstract:
The purpose of this study was to describe how online learning utilizing WhatsApp (WA) groups for early childhood (ECE) was planned, implemented, and assessed during the COVID-19 period. This study employed a descriptive qualitative approach. The data gathering took place in an Islamic kindergarten in Tangerang, Banten, between January and April 2021. The researchers conducted interviews with three teachers and observed group B's learning activities with seventeen students. The data were examined thematically using Saldaña's two-cycle codification model. The data demonstrates that: 1) teachers planned and communicatde activity plans weekly to parents via the WA group; 2) learning occured synchronously via video calls in the WA group for 30 minutes/day/study group from Monday to Thursday using teaching methods such as demonstrations, storytelling, experiments, assignments, and questions and answers; and 3) learning also occured asynchronously via teachers sending learning videos to children to study at home with their parents. 4) Daily and weekly checklist assessments, work appraisals, and anecdotes were used to assess learning.; 5) Children took an active role in their learning, and teachers assessed their performance to be good.; and 6) parental involvement in learning is critical to learning success. Early childhood online learning via WA groups continues to be a popular alternative due to its relative ease, affordability, and practicality.Keyword: Early childhood education (ECE), distance learning, digital technology, kindergarten
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Powers, Jamie N., Charlotte V. Farewell, Emily Maiurro, and Jini Puma. "The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings." Workplace Health & Safety 68, no. 2 (November 21, 2019): 65–72. http://dx.doi.org/10.1177/2165079919882732.
Full textAbstract:
Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti, and Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
Full textAbstract:
Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
Keywords: Early Childhood Education, Tolerance Values in Religion
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