Journal articles on the topic 'Urban preschool teachers'

Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.

We explored how the psychological capital of preschool teachers influences their occupational commitment (OC), and how work-related quality of life (WRQoL) mediates this relationship. Participants were 759 urban preschool teachers in China, who completed the Psychological Capital Questionnaire, the Work-Related Quality of Life Scale, and the Occupational Commitment Scale. Data were analyzed through structural equation modeling with Amos 21.0. Our results indicate that the psychological capital of preschool teachers positively influenced their OC, and that WRQoL was a significant partial mediator of this relationship, that is, as teachers' WRQoL increased, so too did the influence of their psychological capital on their OC. These results highlight potential avenues for improving the psychological capital and OC of preschool teachers that may be implemented in schools and governmental institutions.

Ministry of Education in Malaysia has urged the implementation of 21st-century learning starting from 2014 to fulfil the needs of education in Malaysia. The use of gadgets in learning is normal in this century but to some rural schools in Malaysia. This study was conducted to identify the teachers’ perception towards play-based learning using gadgets in rural preschool in the Kapit Division of Sarawak. This study focused on 3 important aspects which are the usage of gadgets and their effects in teaching and learning, and the challenges faced by the preschool teachers in using gadgets during their teaching and learning process. The samples of this descriptive research involved 40 teachers from Song and Kapit districts in Sarawak. The research instrument used for this study was a structured questionnaire which consisted of 10 items using five points Likert scale. The reliability coefficient value of Alpha Cronbach is 0.65. The data was analysed using SPSS to get the frequency and percentage values. It showed that preschool teachers have positive perceptions towards play-based learning using gadgets in preschools. Despite that, using gadgets in play-based learning has some cons such as students’ unfamiliarity with using gadgets and poor internet coverage in rural areas. This study enables preschool teachers to vary their teaching methods and approaches to ensure their students have an equal education as those who are in the urban area.

America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.

The moral socialization of preschool children has so far mostly been investigated in the informal context of family, but with an increasing institutionalization of early childhood education worldwide, preschool teachers now play a prominent role as moral socialization agents. Accordingly, we investigated the institutional moral socialization of the three ethics of Autonomy, Community, and Divinity in two different cultural contexts. Preschool teachers (PTs) from urban German ( n = 73) and Indonesian ( n = 135) contexts completed a paper–pencil survey assessing their moral socialization goals for preschool children concerning the three ethics via the Ethical Values Assessment (EVA_S). Confirmatory factor analyses were carried out separately for the German and Indonesian samples and confirmed the proposed three-factor structure. Measurement invariance tests for the EVA_S indicated metric, but not scalar invariance. Thus, subsequent intra- and cross-cultural analyses were conducted with centered values. The results indicate that German PTs emphasized the ethic of Autonomy for moral socialization, while Indonesian PTs promoted the ethic of Divinity. Across cultures, Autonomy and Divinity socialization goals correlated with the PTs’ preference of the ethics in their moral reasoning. Furthermore, Divinity socialization goals were related to the PTs’ religiosity and their preschools having a religious affiliation in both cultural contexts. These findings contribute to our understanding of institutional moral socialization and cultural as well as subcultural contextual influences.

In recent years, there is a big debate among researchers, teachers and decision makers about what to include in early childhood values education in preschools in Turkey. The aim of the current study is to make a need analysis for values education programme for preschoolers. This study was conducted with 200 preschool teachers in one of urban cities of Turkey –Kahramanmaraş- during 2016-2017 Spring semester. A values checklist is created for the current study by making use of Turkish Ministry of Education’s ‘Values Education Prescript’. The values checklist is a 5-Likert type scale coded as: Not important, Slightly important, Moderately important, Important, Very important. The teachers participated in this study were asked to rank values according to their self regard on importance of them. Findings of this study are analyzed by SPSS 22.0 Programme. According to the findings of the need analysis, top ten values which are chosen by teachers as essential to be implemented in preschools as part of the values education programme for preschoolers are as follows: Honesty, patriotism, responsibility, respect, respect to the elders, respect to environment, love, being fair, respect to others’ rights and being modest. Also, least five values which were ranked by teachers are social responsibility, generosity, collaboration, forehandedness and courage.

Interventions to improve children’s physical activity in Early Childhood Education and Care (ECEC) settings are needed. This randomized controlled trial examines the effects of a preschool-based playground program for ECEC teachers in a deprived urban area. On intervention preschools, the PLAYgrounds for TODdlers program (PLAYTOD) was performed. It focused on teacher’s knowledge and skills in order to create a challenging outdoor environment in which young children (2.5 to 4 years old) are able to practice their motor skills. Observations were performed before and after the program with a modified version of the SOPLAY protocol. The activating role of teachers (score from 0 = inactive to 4 = participating), the number of different physical activities, and the quality of children’s physical activity on playgrounds were observed. The latter included the number of performed fundamental movement skills and the estimated physical activity intensity (score from 0 = sedentary to 3 = vigorous). Descriptive statistics and linear regression analyses were used to evaluate the effects of PLAYTOD. After the program, the activating role of teachers on intervention playgrounds improved. Moreover, the program and consecutively the changes made by teachers had a positive effect on the number of different activities and the quality of children’s physical activity. The results emphasize an important role for ECEC teachers in improving physical activity in young children.

Purpose. The purpose of this research was to collect data to inform intervention strategies to optimise body composition in South African preschool children.Methods. Data were collected in urban and rural settings. Weight status, physical activity, and gross motor skill assessments were conducted with 341 3–6-year-old children, and 55 teachers and parents/caregivers participated in focus groups.Results. Overweight and obesity were a concern in low-income urban settings (14%), but levels of physical activity and gross motor skills were adequate across all settings. Focus group findings from urban and rural settings indicated that teachers would welcome input on leading activities to promote physical activity and gross motor skill development. Teachers and parents/caregivers were also positive about young children being physically active. Recommendations for potential intervention strategies include a teacher-training component, parent/child activity mornings, and a home-based component for parents/caregivers.Conclusion. The findings suggest that an intervention focussed on increasing physical activity and improving gross motor skills per se is largely not required but that contextually relevant physical activity and gross motor skills may still be useful for promoting healthy weight and a vehicle for engaging with teachers and parents/caregivers for promoting other child outcomes, such as cognitive development.

Purpose This study aims to detect preschool and primary school student–teachers’ (STs) views about the social pillar of urban sustainability and particularly about the importance they attach to various social aspects of urban sustainability, and the perceived effectiveness of education in influencing these aspects. Design/methodology/approach A custom-designed questionnaire comprising eight literature-based social aspects of urban sustainability was developed and administered to 207 STs during the spring semester of 2015-2016, in the school of education, of a university located in northern Greece. Findings The highest levels of importance were attached to the aspect of “Health”, whereas aspects related to “Policy and Governance” were considered as the least important of all social aspects of urban sustainability. The aspect considered most easily influenced through education was that of “Human Relations”, in contrast to the aspect of “Housing” in which education was considered as the least effective. Also, STs considered every aspect of social urban sustainability to be more important than able to be influenced by education, revealing that they are somewhat sceptical of the effectiveness of education in this field. Research limitations/implications The participation of only student-teachers and the use of quantitative research tools are among the main limitation of the study. Future research should include teachers, both in-service and pre-service, from various disciplines and educational levels, and should employ a combination of quantitative with qualitative methods of analysis. Practical implications Insight into STs’ views can serve as a useful guidance for teacher education programs, providing information about necessary actions that have to be taken for the improvement of both pre- and in-service teacher educations. Originality/value There is a great lack of research around pre- and in-service teachers’ views about the importance of sustainability and the role of education in influencing it. Existing research is further scarcer when it comes to the investigation of the social pillar of urban sustainability, as literature usually focuses either on the environmental pillar of sustainability or on the concept of sustainable development in general.

ObjectivesThis study investigated physical activity (PA) and sedentary behaviour (SB) among preschool-aged children in Singapore and potential correlates at multiple levels of the socioecological model from in-school and out-of-school settings.DesignA cross-sectional study using a mixed-methods approach.ParticipantsParent–child dyads from six preschools in Singapore.MethodsPA and SB of children (n=72) were quantified using wrist-worn accelerometers for seven consecutive days. Three focus group discussions (FGDs) among 12 teachers explored diverse influences on children’s activities, and System for Observing Play and Leisure Activity in Youth (SOPLAY) assessed PA environment and children’s activity levels at preschools. Seventy-three parents completed questionnaires on home and neighbourhood factors influencing children’s PA and SB. Descriptive analyses of quantitative data and thematic analysis of FGDs were performed.ResultsBased on accelerometry, children (4.4±1.1 years) spent a median of 7.8 (IQR 6.4–9.0) hours/day in SB, and 0.5 (0.3–0.8) hours/day in moderate-to-vigorous physical activity (MVPA). MVPA was similar throughout the week, and SB was slightly higher on non-school days. In preschools, SOPLAY showed more children engaging in MVPA outdoors (34.0%) than indoors (7.7%), and absence of portable active play equipment. FGDs revealed issues that could restrict active time at preschool, including academic requirements of the central curriculum and its local implementation. The teachers had varying knowledge about PA guidelines and perceived that the children were sufficiently active. In out-of-school settings, parents reported that their children rarely used outdoor facilities for active play and spent little time in active travel. Few children (23.5%) participated in extracurricular sports, but most (94.5%) reported watching screens for 1.5 (0.5–3.0) hours/day.ConclusionMVPA was low and SB was high in preschool-aged children in an urban Asian setting. We identified diverse in-school and out-of-school correlates of PA and SB that should be taken into account in health promotion strategies.

The experimental article presents the results of a study of methods of teaching reading to primary school children in Poland. The author describes the methodology and results of an experimental study involving certified teachers with relevant professional experience working in rural and urban schools. Respondents had to 1) choose from a list of methods that they know; 2) refer teaching methods to the names of their creators and its corresponding description; 3) determine the reasons for choosing one or another method of teaching reading; 4) name the frequency of use of reading exercises and their types; 5) provide information about the sources from which the interviewed teachers receive knowledge of the methods of teaching reading.The author emphasizes that primary school teachers in vocational education study and have at their disposal many methods of teaching reading to primary school children (color and sound method, composition method, good start method, an alternative method, natural reading method, early reading method, reading instruction and writing using the phonetic letter-color method, etc.). However, most often only one of them is used - analytical-synthetic, and the others are used sporadically. It has been experimentally proven that teachers do not see a connection between the low reading competence of many younger students and the limited methodological tools they use. Research results indicate routine and stereotypical exercises to improve reading, which may also be the cause of low effectiveness of reading instruction. It is necessary to raise the issue of the determinants of the analyzed pedagogical situation and look for effective methods of teacher training.

This study represents the first phase of research being undertaken in the Philippines on gifted disadvantaged children. The subject of this paper focuses on the assessment tools and procedures employed for the screening and identification of intellectually able or “fast learners” among preschool Filipino children from disadvantaged urban communities. Preliminary screening involved nominations made by daycare teachers using checklists for giftedness. Parent ratings on giftedness were also obtained as a secondary data source for the final selection of fast learners. Children nominated by teachers were subjected to individual testing and evaluation. Results showed that over the two-year period of screening, three to four percent of the entire population of daycare children qualified as fast learners on the basis of teacher nominations and performance on two standardized tests of intelligence. Data also indicated that a greater percentage of children passed the Raven's Colored Progressive Matrices (RCPM) percentile ranking of 75 and above compared to the Wechsler Intelligence Scale for Children (WISC) Short Form IQ of 110. Findings further suggest the potential usefulness of the RCPM as an identification tool for fast learners among this population of children.

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities. Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development References: Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11. Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125 Anders, Y. (2015). Literature Review on Pedagogy. 62. Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth. Bukoye, R. O. (2019). 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Objective: to establish the prevalence and associations of peer aggression as manifested in preschool children, in community-based populations and to study links with DSM-IV externalizing diagnoses. Method: Subjects were 1,104 children, 3-to-5-year-olds attending rural and urban pre-schools classes. Teachers completed the Peer Conflict Scale (PCS) to inform about direct physical and verbal aggression, object aggression and symbolic aggression and the questionnaire on psychopathology ECI-4. Results: 6.6% (n = 73) had at least one positive item on the PCS. This percentage dropped to 2.6% (n = 29) if we take into account a minimum of three positive items. Physical direct aggression was the more prevalent type of aggressive behavior, followed by verbal aggression, object aggression and symbolic aggression. Significant differences by gender and age were found. Peer aggression was associated with male gender from three years of age. Physical, object and verbal aggressive behavior was linked with externalizing disorders. This association was very strong with oppositional disorder. Conclusions: The present research with a Spanish population confirms the existence of peer aggression in preschoolers and the gender differences. Our chief contribution is about the age of emergence of sex differences and gender differences in different types of peer aggression.

ABSTRACT Objective: This study aims to study the impact of preventive care orientation given to caregivers of child daycare centers on their knowledge and on the prevalence of early childhood caries (ECC) among preschool children. Materials and Methods: Caregivers of twenty child daycare centers in Emirate of Sharjah were interviewed and 435 children attending these centers were surveyed for decayed missing filled teeth (dmft). The sample data were analyzed using t-tests and one-way ANOVA to assess the statistical significance of the differences in dmft score found between groups. Results: No significant correlation was found between dmft scores and family income of urban or rural centers, mothers' level of education, mothers' employment status in public centers, and frequency of dental visits. There was a significant correlation between dmft scores and mothers' employment status in private centers with the lowest scores among children of working mothers. High caries rates were observed in children attending private daycare centers where sweetened milk, juices, and snacks were served more frequently. There was a significant difference between private and public centers in caregivers' level of knowledge regarding oral health in favor of the latter. Low dmft scores were found to be associated with high level of knowledge of caregivers in public centers. Conclusions: Children are more likely to develop ECC if their caregivers are lacking knowledge or regular provision of preventive care orientation. This makes caregivers and school teachers better candidates for oral health education programs than parents.

Purpose This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels of peer play in low-income, urban preschools located in African-American and Mexican immigrant/Mexican-American communities in the USA. Design/methodology/approach The sample includes state or city subsidized child care programs in the USA which were traditionally African-American programs that experienced an influx of Latino immigrant enrollment. Instruments included structured observations of classroom peer play and cultural artifacts. Hierarchical multiple regression was run to determine whether cultural artifacts and child ethnic composition within classrooms contributed to the prediction of high-peer play over positive emotional climate alone. Findings The final model indicates that cultural artifacts reflective of African-American culture positively predict high levels of peer play, while Mexican-American cultural items are negatively predictive. In classrooms with a majority African-American population, predicted high-peer play is 7.994 greater than that predicted for majority of Latino classrooms. Research limitations/implications Positive emotional climate in these programs was not very high, and it is not clear whether the findings discussed in this report would hold in contexts that exhibit much higher levels of positive emotional climate. It is also not clear that the inclusion of cultural artifacts in contexts in which African-American children are the minority or in racial-ethnically heterogeneous classrooms would lead to the same findings. Practical implications ECE classroom should make specific choices as to what culturally relevant materials to include in early childhood classrooms. Teachers of young children of color must facilitate children’s engagement with these materials by ensuring that they are representative of the children’s cultural experiences and by supporting children’s engagement with peers through the formation of emotionally positive classroom climates. Social implications This study points to interesting relationships between what teachers have in classrooms and children’s engagement with each other within those contexts. The findings from this study also exemplify that a one-size-fits-all approach toward childhood development may be counterproductive. Children bring with them ethnic and cultural heritages, which when combined with the preschool culture, create unique experiences for them that should not be ignored or controlled for analysis, but rather, understood. Originality/value This study provides a unique analysis of seldom considered contexts by examining the use of culturally relevant materials in urban, early childhood contexts. Teachers of young children have been found to consider a focus on race and ethnicity as unnecessary or to engage in a colorblind approach with young children. This study demonstrates how paying careful consideration to the cultural environment in classrooms also supports children’s exploration and play quality.

An unhealthy diet during childhood directly impacts the risk of developing noncommunicable diseases (NCDs) later on in life. However, well-documented information on this issue is lacking. We investigated the dietary quality of young Indonesian children and assessed the relationship to serum adiponectin levels as an early marker of NCDs. Eighty-five (44 girls and 41 boys) Indonesian preschool-age children in East Jakarta were included in this study. Dietary intake data were gathered by collecting repeated 24-hour recalls for one weekday and one day during the weekend, which were then further converted into participants’ Healthy Eating Index (HEI) 2015 scores. Meanwhile, an enzyme-linked immunosorbent assay was performed to determine the serum adiponectin level. A multiple regression analysis was performed to assess the association between the HEI 2015 score and serum adiponectin, adjusting for potential confounders. The mean HEI 2015 score was 33.2 ± 8.3 points, which was far below the recommended score of ≥ 80 points, while the mean serum adiponectin was 10.3 ± 4.1 μg/mL. Multiple linear regression testing showed that a one-point increase in the HEI 2015 score was significantly associated with an increase in the serum adiponectin level by 0.115 μg/mL after adjusting for exclusive breastfeeding history (β = 0.115; 95% CI = 0.010–0.221; p = 0.032). In conclusion, better adherence of young children to a healthy diet has a positive association with their adiponectin level. This result suggests that strengthening children’s dietary quality from an early age by involving all parties in the children’s environment (e.g., parents, teachers at school, policymakers) may help to reduce the risk of NCDs later on in childhood and during adult life.

Background: About 30% of blind population of India loses their eyesight before the age of 20 years and many of them are under 5 when they become blind. Childhood blindness will have serious impact on development, education and quality of life. Therefore it is essential that ocular morbidity is detected and treated at an early stage.Methods: A cross-sectional study was conducted among 120 children aged 3-5 years attending 6 anganwadi centres of Hubballi taluk which were selected by stratified random sampling. Data was collected using pretested semi-structured questionnaire. Ocular examination was conducted to identify ocular morbidity. Test for visual acuity, colour blindness and refractive status was done using lea chart, ischihara charts and plusoptix mobile vision screener respectively. Nutrition status was assessed by clinical examination and anthropometry. Statistical analysis was done using SPSS package.Results: Out of 120 children 51.7% were male. Majority, 63.3% were residing in urban area and 40% belonged to class IV of modified B G Prasad classification of socio-economic status scale. The prevalence of ocular morbidity was found to be 20%. 15.8% of children had refractive error, 2.5% had vitamin A deficiency and 1.7% had squint. No statistically significant association was found between ocular morbidity and any risk factors.Conclusions: Refractive error was found to be the most common ocular morbidity among pre-school children. This if detected early can be corrected. Therefore it is important to screen for refractive error at the preschool age itself and to create awareness among parents and anganwadi teachers regarding common ocular symptoms.

Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers’ perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers’ perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Three research questions guide this study: What are teachers’ perceptions of their needs regarding their preparation to teach Mapudungun in urban IBE preschools? What are the current challenges that teachers face teaching Mapudungun in urban IBE preschools? Which experiences fostered their ability to teach Mapudungun? The findings of this study have implications for the incorporation of more complex notions of Indigenous language learning that are linked directly to Mapuche culture and its sociopolitical context, as well as the inclusion of teachers’ experiential knowledge in the preparation of teachers for work in IBE schools.

Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas. Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education References Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607 Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958 Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. American Journal of Educational Research, 7(7), 471–481. https://doi.org/10.12691/education-7-7-6 Bryan, A., & Volchenkova, K. N. (2016). Blended Learning: Definition, Models, Implications for Higher Education. Bulletin of the South Ural State University Series “Education. Education Sciences,” 8(2), 24–30. https://doi.org/10.14529/ped160204 Cappello, G. (2019). Media Literacy in I taly . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0155 Chan, E. Y. M. (2019). Blended learning dilemma: Teacher education in the confucian heritage culture. Australian Journal of Teacher Education, 44(1), 36–51. https://doi.org/10.14221/ajte.2018v44n1.3 Cherner, T. S., & Curry, K. (2019). Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://doi.org/10.23860/jmle-2019-11-1-1 Cheung, C. K., & Xu, W. (2016). Integrating Media Literacy Education into the School Curriculum in China: A Case Study of a Primary School. Media Literacy Education in China, 1–179. https://doi.org/10.1007/978-981-10-0045-4 Chou, A. Y., & Chou, D. C. (2011). Course Management Systems and Blended Learning: An Innovative Learning Approach. Decision Sciences Journal OfInnovative Education, 9(3), 463–484. https://doi.org/https://doi.org/10.1111/j.1540-4609.2011.00325.x Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223 de Abreu, B. (2010). Changing technology: empowering students through media literacy education. New Horizons in Education, 58(3), 26. https://files.eric.ed.gov/fulltext/EJ966657.pdf Domine, V. (2011). Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education. Action in Teacher Education, 33(2), 194–205. https://doi.org/10.1080/01626620.2011.569457 Friesem, E., & Friesem, Y. (2019). Media Literacy Education in the Era of Post-Truth: Paradigm Crisis. In Handbook of Research on Media Literacy Research and Applications Across Disciplines. IGI Global. Huguet, A., Kavanagh, J., Baker, G., & Blumenthal, M. (2019). Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. In Exploring Media Literacy Education as a Tool for Mitigating Truth Decay. https://doi.org/10.7249/rr3050 Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127. https://doi.org/10.1504/IJMLO.2019.096479 Kennedy, A. B., Schenkelberg, M., Moyer, C., Pate, R., & Saunders, R. P. (2017). Process evaluation of a preschool physical activity intervention using web-based delivery. Evaluation and Program Planning, 60, 24–36. https://doi.org/10.1016/j.evalprogplan.2016.08.022 Kupiainen, R. (2019). Media Literacy in F inland . The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0147 Liene, V. (2016). Media Literacy as a Tool in the Agency Empowerment Process. Acta Paedagogica Vilnensia, 58–70. https://doi.org/http://dx.doi.org/10.15388/ActPaed.2016.37 Livingstone, S. (2013). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(March), 86. https://doi.org/https://doi.org/10.1080/10714420490280152 Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336–352. https://doi.org/10.1504/IJMLO.2018.095130 Papadakis, S., & Kalogiannakis, M. (2017). Mobile educational applications for children. What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0 Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201 Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701 Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1 Redmond, T. (2015). Media Literacy Is Common Sense: Bridging Common Core Standards with the Media Experiences of Digital Learners: Findings from a Case Study Highlight the Benefits of an Integrated Model of Literacy, Thereby Illustrating the Relevance and Accessibility of Me. Middle School Journal, 46(3), 10–17. https://doi.org/10.1080/00940771.2015.11461910 Sabirova, E. G., Fedorova, T. V., & Sandalova, N. N. (2019). Features and advantages of using websites in teaching mathematics (Interactive educational platform UCHI.ru). Eurasia Journal of Mathematics, Science and Technology Education, 15(5). https://doi.org/10.29333/ejmste/108367 Schmidt, H. C. (2019). Media Literacy in Communication Education. The International Encyclopedia of Media Literacy, 1–6. https://doi.org/10.1002/9781118978238.ieml0126 Ustun, A. B., & Tracey, M. W. (2020). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9 Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2 Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783 Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012 Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. 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Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

Intercultural education in Chile has focused on early childhood for more than a decade. Different measures have been implemented to strength an intercultural approach in preschools. The most outstanding has been the connection of intercultural preschools with Indigenous communities. However, these educational policies have not been accompanied by adequate resources and teacher preparation, resulting in significant shortcomings in the collaboration between Indigenous communities and preschools. To address the relevance of Mapuche (People of the Land; Indigenous inhabitants of south-central Chile and southwestern Argentina; speakers of Mapudungun) communities in intercultural preschools, this study created and implemented a pilot initiative. Using a decolonial and critical pedagogy-of-place approach, the main findings show that educators began considering Mapuche communities beyond families, discussed the role of urban Mapuche communities, and improved ethical practices to work with Indigenous communities. These findings lead me to propose recommendations in reference to policies and teacher education.

The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. 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S., White, L. J., & Greenfield, D. B. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Research Quarterly, 44, 34–42. https://doi.org/10.1016/j.ecresq.2018.02.013 Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421–435. Colker, L. J. (2008). Twelve characteristics of effective early childhood teachers. YC Young Children, 63(2). Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers’ exploratory play. Cognition, 120(3), 341– 349. Dewi Kurnia, H. Z. (2017). Pentingnya Media Pembelajaran. Jurnal Pendidikan Anak Usia Dini, 1 No.1, 81–96. Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. Gersick, C. J. (1988). Time and transition in work teams: Toward a new model of group development. Academy of Management Journal, 31(1), 9–41. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Mind, brains, and how children learn. New York, NY: William Morrow & Company. Guo, Y., Wang, S., Hall, A. H., Breit-Smith, A., & Busch, J. (2016). The Effects of Science Instruction on Young Children’s Vocabulary Learning: A Research Synthesis. Early Childhood Education Journal, 44(4), 359–367. https://doi.org/10.1007/s10643-015-0721-6 Hadders-Algra, M. (2019). Interactive media use and early childhood development. Jornal de Pediatria, (xx), 1–3. https://doi.org/10.1016/j.jped.2019.05.001 Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (Stem) Project-Based Learning (Pbl) Affects High, Middle, and Low Achievers Differently: the Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0 Harris, P. L., & Kavanaugh, R. D. (1993). Young children’s understanding of pretense. Monographs of the Society for Research in Child Development, 58(1), 1–92. Hayati, H. S., Myrnawati, C. H., & Asmawi, M. (2017). Effect of Traditional Games, Learning Motivation And Learning Style On Childhoods Gross Motor Skills. International Journal of Education and Research, 5(7). Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975–990. https://doi.org/10.1080/13504622.2014.971716 Herakleioti, E., & Pantidos, P. (2016). The Contribution of the Human Body in Young Children’s Explanations About Shadow Formation. Research in Science Education, 46(1), 21–42. https://doi.org/10.1007/s11165-014-9458-2 İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. 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<p><em><strong>Resumen</strong></em></p><p>Las concepciones y los conocimientos docentes afectan la práctica docente y esta, a su vez, influye en los logros de desarrollo en lectoescritura emergente de los niños preescolares. Esta investigación explora las valoraciones docentes de prácticas efectivas en el aula para la promoción de la lectoescritura emergente y sus conocimientos sobre conciencia fonológica y fonemas. Una muestra conformada por 284 docentes a cargo de salones de educación preescolar contestó un cuestionario en línea. Los resultados indicaron diferencias según tipo de universidad en la cual se tituló la docente. Las docentes graduadas de universidades públicas otorgaron mayor importancia a prácticas efectivas en el aula para la promoción de la lectoescritura emergente que las docentes graduadas de universidades privadas. Si bien la mayoría de participantes consideró la conciencia fonológica como un factor importante para el desarrollo de la lectoescritura, los conocimientos sobre esta fueron deficientes en toda la muestra. Igualmente, los conocimientos docentes sobre los fonemas y su habilidad para identificarlos en palabras concretas también fueron deficientes. Estos y otros hallazgos se discuten a la luz de sus implicaciones para la promoción de la calidad en la educación preescolar costarricense.</p><p><em><strong>English</strong></em></p><p>This study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño” program (Rosemberg &amp; Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain unfamiliar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.</p><p><em><strong><br /></strong></em></p>

Background: Malnutrition and infectious diseases both occur in the same unfortunate children and together they play a major role in causing the high morbidity and mortality in them.In developing countries, mortality from ARTI is 30?70 times higher than in developed countries and it has been estimated that up to 1/3rd of all deaths in children less than 5 years are attributed to ARTI. Aims & Objectives: This study aimed to find the attack rate of Acute Respiratory Tract infection and the socio?demographic variables of pre?school children suffering from Acute Respiratory Tract infections. Method: A Comparative Longitudinal study was carried out among preschool children (3?5 years) who were selected from Private pre?primary school of urban area (155)& Anganwadis (157) of urban slum area of karad town and followed for the period of one year. Mother/guardian/teacher was interviewed by using pre?tested proforma during this period. Results & Interpretation: out of all 97.4% of private pre?primary school children had 1.8 episodes/child/year of ARTI compared to Anganwadi children where all of them had 2.5 episodes/child/year of ARTI. Conclusion: Maximum number of children from private pre?primary schools from urban area also suffered with at least one episode of Acute Respiratory Tract Infection compared to Anganwadi children from urban slum areas. DOI: http://dx.doi.org/10.3126/ajms.v5i4.10044 Asian Journal of Medical Sciences 2014 Vol.5(4); 34-38

Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van’T Veer, P. (2015). Effect of the Dutch school-based education programme “Taste Lessons” on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. 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Promoting Self-Efficacy in Early Career Teachers: A Principal’s Guide for Differentiated Mentoring and Supervision. Florida Journal of Educational Administration & Policy, 4(1), 131–146. Emm, S., Harris, J., Halterman, J., Chvilicek, S., & Bishop, C. (2019). Increasing Fruit and Vegetable Intake with Reservation and Off-reservation Kindergarten Students in Nevada. Journal of Agriculture, Food Systems, and Community Development, 9, 1–10. https://doi.org/10.5304/jafscd.2019.09b.014 Flynn, M. A. T. (2015). Empowering people to be healthier: Public health nutrition through the Ottawa Charter. Proceedings of the Nutrition Society, 74(3), 303–312. https://doi.org/10.1017/S002966511400161X Franciscato, S. J., Janson, G., Machado, R., Lauris, J. R. P., de Andrade, S. M. J., & Fisberg, M. (2019). Impact of the nutrition education Program Nutriamigos® on levels of awareness on healthy eating habits in school-aged children. 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Current Nutrition Reports, 6(2), 157–170. https://doi.org/10.1007/s13668-017-0202-1 Hoppu, U., Prinz, M., Ojansivu, P., Laaksonen, O., & Sandell, M. A. (2015). Impact of sensory- based food education in kindergarten on willingness to eat vegetables and berries. Food and Nutrition Research, 59, 1–8. https://doi.org/10.3402/fnr.v59.28795 Jarpe-Ratner, E., Folkens, S., Sharma, S., Daro, D., & Edens, N. K. (2016). An Experiential Cooking and Nutrition Education Program Increases Cooking Self-Efficacy and Vegetable Consumption in Children in Grades 3–8. Journal of Nutrition Education and Behavior, 48(10), 697-705.e1. https://doi.org/10.1016/j.jneb.2016.07.021 Jones, A. M., & Zidenberg-Cherr, S. (2015). Exploring Nutrition Education Resources and Barriers, and Nutrition Knowledge in Teachers in California. Journal of Nutrition Education and Behavior, 47(2), 162–169. https://doi.org/10.1016/j.jneb.2014.06.011 Jung, T., Huang, J., Eagan, L., & Oldenburg, D. (2019). Influence of school-based nutrition education program on healthy eating literacy and healthy food choice among primary school children. International Journal of Health Promotion and Education, 57(2), 67–81. https://doi.org/10.1080/14635240.2018.1552177 Lwin, M. O., Malik, S., Ridwan, H., & Sum Au, C. S. (2017). Media exposure and parental mediation on fast-food consumption among children in metropolitan and suburban Indonesian. Asia Pacific Journal of Clinical Nutrition, 26(5), 899–905. https://doi.org/10.6133/apjcn.122016.04 Mc Kenna, & L, M. (2010). Policy Options to Support Healthy Eating in Schools. Canadian Journal of Public Health, 101(2), S14–S18. https://doi.org/10.1007/BF03405619 Menkes, R. PERATURAN MENTERI KESEHATAN REPUBLIK INDONESIA NOMOR 41 TAHUN 2014. , Menteri Kesehatan Republik Indonesia § (2014). Mitsopoulou, A. V., Magriplis, E., Dimakopoulos, I., Karageorgou, D., Bakogianni, I., Micha, R., ... Zampelas, A. (2019). Association of meal and snack patterns with micronutrient intakes among Greek children and adolescents: data from the Hellenic National Nutrition and Health Survey. Journal of Human Nutrition and Dietetics, 32(4), 455–467. https://doi.org/10.1111/jhn.12639 Moffitt, A. (2019). Early Childhood Educators and the Development of Family Literacy Programs: A Qualitative Case Study. ProQuest Dissertations and Theses, 96. Retrieved from http://proxy.mul.missouri.edu/login?url=https://search.proquest.com/docview/2242479347 ?accountid=14576%0Ahttps://library.missouri.edu/findit?genre=dissertations+%26+theses &title=Early+Childhood+Educators+and+the+Development+of+Family+Literacy+Progra ms%3A+ Mustonen, S., & Tuorila, H. (2010). Sensory education decreases food neophobia score and encourages trying unfamiliar foods in 8-12-year-old children. Food Quality and Preference, 21(4), 353–360. https://doi.org/10.1016/j.foodqual.2009.09.001 Myszkowska-Ryciak, J., & Harton, A. (2019). Eating healthy, growing healthy: Outcome evaluation of the nutrition education program optimizing the nutritional value of preschool menus, Poland. Nutrients, 11(10), 1–17. https://doi.org/10.3390/nu11102438 Nekitsing, C., Hetherington, M. M., & Blundell-Birtill, P. (2018). Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education. Current Obesity Reports, 7(1), 60–67. https://doi.org/10.1007/s13679- 018-0297-8 Noura, M. S. pd. (2018). Child nutrition programs in kindergarten schools implemented by the governmental sector and global nutrition consulting companies: A systematic review. Current Research in Nutrition and Food Science, 6(3), 656–663. https://doi.org/10.12944/CRNFSJ.6.3.07 Oh, S. M., Yu, Y. L., Choi, H. I., & Kim, K. W. (2012). Implementation and Evaluation of Nutrition Education Programs Focusing on Increasing Vegetables, Fruits and Dairy Foods Consumption for Preschool Children. Korean Journal of Community Nutrition, 17(5), 517. https://doi.org/10.5720/kjcn.2012.17.5.517 Osera, T., Tsutie, S., & Kobayashi, M. (2016). Using Soybean Products in School Lunch for Health Education may improve Children’s Attitude and Guardians’ Knowledge in Kindergarten. Journal of Child and Adolescent Behaviour, 04(05). https://doi.org/10.4172/2375-4494.1000310 Park, B. K., & Cho, M. S. (2016). Taste education reduces food neophobia and increases willingness to try novel foods in school children. Nutrition Research and Practice, 10(2), 221–228. https://doi.org/10.4162/nrp.2016.10.2.221 Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Prima, E., Yuliantina, I., Nurfadillah, Handayani, I., Riana, & Ganesa, R. eni. (2017). Layanan Kesehatan,Gizi dan Perawatan. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini Direktorat Jenderal Pendidikan Anak Usia Dini dan Pendidikan Masyarakat Kementerian Pendidikan dan Kebudayaan. Resor, J., Hegde, A. V., & Stage, V. C. (2020). Pre-service early childhood educators’ perceived barriers and supports to nutrition education. Journal of Early Childhood Teacher Education, 00(00), 1–17. https://doi.org/10.1080/10901027.2020.1740841 Rizqie Aulianaca5804p200-169314. (2011). Gizi Seimbang Dan Makanan Sehat Untuk Anak Usia Dini. Journal of Nutrition and Food Research, 2(1), 1–12. Retrieved from http://staff.uny.ac.id/sites/default/files/pengabdian/rizqie-auliana-dra-mkes/gizi-seimbang- dan-makanan-sehat-untuk-anak-usia-dini.pdf Sandell, M., Mikkelsen, B. E., Lyytikäinen, A., Ojansivu, P., Hoppu, U., Hillgrén, A., & Lagström, H. (2016). Future for food education of children. Futures, 83, 15–23. https://doi.org/10.1016/j.futures.2016.04.006 Schanzenbach, D. W., & Thorn, B. (2019). 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This research examined the critical incidents of 10 United States (US) early childhood student teachers during a three-week university-sponsored international field experience conducted in three urban preschools in Kathmandu, Nepal. The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically on successful and unsuccessful intercultural interactions in an effort to identify cultural assumptions about teaching young children. The approach was used not only to make assumptions visible, but also to make conceptual and behavioral changes based on what was learned from the critical reflection. The student teachers wrote weekly critical incidents, which were then discussed during weekly individual interviews. Three group discussions, a research journal, and field notes were used to triangulate the findings. A qualitative thematic analysis revealed five types of written critical incidents: descriptive, hypothetical, resistive, reflective, and integrative. Illustrative critical incidents are presented to compare and contrast how the international field experience allowed for productive reflection of cultural assumptions for some student teachers while leading to resistance to cultural assumptions for other student teachers. The findings suggest that outcomes vary based on the student teachers’ ability not only to identify their cultural assumptions, but also to challenge their cultural assumptions with actions grounded in ethnorelative reflection when teaching diverse groups of young children in the US and abroad.

Purpose: This study aimed to evaluate the effects of a child-centered exergaming program and a traditional teacher-led physical activity (PA) program on preschoolers’ executive functions and perceived competence. Methods: Sixty children aged 4–5 years from an urban childcare center in China completed an 8-week exergaming/traditional PA intervention. After baseline measurements of executive functions and perceived competence (i.e., perceived physical competence and social acceptance), children were randomly assigned to either an exergaming group or traditional PA group (30 children per group). Exergaming and traditional PA programs were offered 20 min/session by trained instructors for 8 weeks. Post-intervention measures were identical to baseline measures. Results: In general, children’s executive functions, perceived physical competence, and perceived social acceptance were enhanced over time. Analysis of variance revealed significant time by group interaction effects for executive functions, F(1, 58) = 12.01, p = 0.01, and perceived social acceptance, F(1, 58) = 6.04, p = 0.02, indicating that the exergaming intervention group displayed significantly greater increases in executive functions and perceived social acceptance in comparison with traditional PA children. In addition, children’s executive functions and perceived physical and social competence significantly improved from baseline to post-intervention. However, there was no significant difference in the increase of children’s perceived physical competence across groups over time. Conclusion: The results suggested exergaming to be beneficial in enhancing young children’s executive functions and perceived social acceptance compared to the traditional PA program. More diverse samples with a longer intervention duration in preschool children in urban areas are warranted.

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. 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The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). 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Background: Retinoblastoma is most common intraocular malignancy of infancy. Globally screening is recommended for ‘at risk’ children. Despite knowing this, Indian Cancer Society undertook general screening at behest of a corporate donor. Scenario in India is challenging as children at rural, urban slums are not routinely screened for any of eye disease. ICS implemented the pilot project among underprivileged children with primary aim of spreading awareness and improve the ocular health. Though expected outcome was zero retinoblastoma suspect cases; based on past projects it was expected that other eye conditions like squint, cataract etc. would be identified in a few. Aim: To screen 4500 children below 4 years of age at Indian rural and suburban slum areas. To create awareness about retinoblastoma and other eye conditions in community. Methods: Locations were identified where literacy, awareness, immunization coverage were low. Partners were selected a team of experts (ocular oncologists, pediatric ophthalmologists, optometrists, paramedical staff) were deployed for implementation. For awareness, all parents coming for the immunization, Aaganwadis and preschools etc. were given a talk on the importance of child eye screening and various disease which can be detected and prevented through simple eye examination. Special community level programs planned to create awareness about retinoblastoma and early childhood eye screening. Brochures and pamphlets were to be given in the vernacular language of the region. Screening for retinoblastoma was planned in 2 phases, those found to have positive red reflex in stage 1 are subjected to dilation, after obtaining consent from the parents. Proformas were filled in and treatment was given as per the pediatric eye disease identified. Results: In 5 months 2450 children were screened, at tribal area and in suburban slum areas. Awareness sessions were conducted for 348 mothers in batches at the tribal area and similarly for mothers and teachers at Anganwadi, schools. None of the parents/teachers were aware about cancer of eye. A thorough eye check-up was done based on the suggestions of the American Association of Pediatric eye diseases and special attention was given to tests such as Bruckners test. Number of children suspected of retinoblastoma was nil, however, 6% children were found to have other eye conditions such as congenital cataract, corneal opacity, refractive errors, squints and ptosis in the tribal area and project is ongoing in suburban area. Treatment was given as per the protocol for same. Conclusion: Screening for retinoblastoma for not at risk children is not recommended. Main aim for implementing retinoblastoma awareness program is to integrate it with immunization or nutritional program in India. This would ensure standardized ocular care. Challenges are numerous, such as lack of infrastructure, poor literacy rates, low income levels. Yet, innovative strategies are needed for better impact of awareness programs.

Abstract: The aim is to describe and discuss documentation and assessment practices in Swedish preschools from a didaktik perspective. What different forms of documentation and assessment are found in the preschools? Preschools in both urban and rural municipalities are included in the selection. Document and textual analysis are used. A varied multi-documentation emerge. The multi-documentation at each preschool expose that preschool teachers seem to switch between different forms of documentation and assessment, including summative, formative and other assessments. The concept of transformative assessment may capture the different assessments interwoven in the multi-documentation. Transformative assessment is a concept focusing on reshaping and interplaying assessments that are intertwined in the registration and complex documentation at different levels and directions.

AbstractChildren's early engagement in design of outdoor spaces can form the basis of later attitudes and responsible action for sustainability. The present study is part of a participatory action research project in an urban multi-ethnic preschool in Sweden, involving children, parents, preschool staff and management with a focus on improving the preschool playground. The methodology involved children taking pictures of the outdoor space, informal participant observation by one researcher and conversations with children and teachers. Analyses completed of selected fieldwork excerpts focus on learning opportunities for children and adults, children’s participation, cooperation and leadership for sustainability. Deeper awareness and confidence, and practical pedagogies for staff in preschools are required for effective sustainability education. A joint frame of reference on pedagogical practices and processes for reflection is needed within and across early childhood institutions. More continuous training of staff and preschool leadership would be of benefit. However, such commitment is ultimately a matter of policy to invest in giving preschools the means to develop and realise ambitions for environmental and sustainability education.

Abstract Background Pre-school teachers are faced with work-related stress and are at increased risk of development of burnout syndrome. The aim of this study was to evaluate the reliability of the Serbian version of Copenhagen burnout inventory (CBI) on a National Representative Sample of preschool teachers in Serbia. Methods This was a cross-sectional study conducted between October 2018 and April 2019 which included 456 preschool teachers in Serbia. The instrument contained questions on socio-demographic, socio-economic characteristics, lifestyle characteristics, workplace environment and Serbian version of CBI. Univariate linear regression, multiple linear regression, Cronbach alpha coefficients were performed. Results Cronbach alpha of three domains of CBI were: personal burnout-0.907, work-related burnout-0.878, client-related burnout- 0.903. Multiple linear regression analysis showed that having a tenured contract (ß=3.46, p = 0.04), working in shifts (ß=7.94, p = 0.01), and having worse self-perceived health status (ß=-8.88, p = 0.01) were significantly associated with personal burnout. Working in shifts (ß=-4.67, p-0.012) and having worse self-perceived health status (ß=-7.82, p &lt; 0.001) were significantly associated with work-related burnout. Age (ß=0.53, p &lt; 0.001), living in urban areas (ß=-6.55, p = 0.015), alcohol consumption (ß=5.09, p = 0.016), number of children teacher work with (ß0.407, p = 0.005), having teaching equipment (ß=-4.46, p = 0.033), and having worse self-perceived health status (ß=-7.17, p &lt; 0.0001) were significantly associated with client-related burnout. Conclusions CBI is a valid instrument for the assessment of burnout among preschool teachers in Serbia. Many workplace-related factors, which could be subject of preventive measures, are associated with domains of burnout in this population. Key messages Workplace-related factors are associated with burnout among preschool teachers in Serbia. CBI is valid instrument for assessment of burnout among preschool teachers.

This study explored the effects of psychological capital (PsyCap) on career commitment among preschool teachers in China, with a particular focus on the mediating effects of subjective well-being (SWB). A total of 759 teachers were subjected to the PsyCap Questionnaire and Career Commitment Scale. The data were analyzed and used for structural modeling with Mplus Version 7.4. Results indicated that PsyCap positively influenced career commitment, with SWB significantly mediating and moderating this causal association. Thus, the influence of PsyCap on career commitment is improved through enhanced SWB. These findings highlight avenues for improving both PsyCap and career commitment in the Chinese context among urban preschool teachers.

Abstract Objective The Table Talk tool is an observational assessment of early care and education teacher (ECET) mealtime practices. The Table Talk Revised (TT-R) tool incorporates new constructs that emerged from qualitative research and teases apart existing categories to improve nuance of data capture. The objective of this study was to evaluate the TT-R, document interrater reliability for the TT-R, and report on ECET feeding communications in broader settings than previously studied (i.e., beyond a single Lunch and Head Start only). Methods Trained observers conducted mealtime observations in classrooms (Nclassroms = 63, 10 sites) during Breakfast and two Lunches for both Lead and Assistant ECETs (N = 126). Classrooms were spread across Head Start in an urban area (60%), Head Starts in a rural area (24%), and a state-funded preschool (16%). Results On average, there were 22.17 (SD = 10.92) total verbal feeding communications at Breakfast, 37.72 (SD = 15.83) at Lunch1, and 34.39 (SD = 15.05) at Lunch2 with meals averaging 25 min. The most commonly observed supportive statement category was Exploring Foods for Lead (Breakfast = 1.61, Lunch1 = 3.23, Lunch2 = 2.70) and Assistant ECETs (Breakfast = .89, Lunch1 = 2.03) except for Lunch2 which was Encourages Trying in a Positive Way (Lunch2 = 1.30). The most commonly observed unsupportive statement category was Firm Behavioral Control for both Lead (Breakfast = 3.61, Lunch1 = 5.84, Lunch2 = 5.51) and Assistants ECETs (Breakfast = 3.11, Lunch1 = 6.38, Lunch2 = 4.32). The majority of Interclass Correlation Coefficients indicating interrater reliability were in the excellent range (64%) for commonly occurring statement categories, and 14 of the 19 low frequency statement categories had > 80% agreement. Conclusions and implications Overall, items added to the Table Talk tool performed well, and interrater reliability was favorable. Our study also documented differences between Lead and Assistant teachers in mealtime practices and illustrated differing patterns of interaction between lunches and breakfast, important findings to inform future research and practice. The TT-R may be a useful measurement tool for monitoring and evaluating ECET practices in mealtime environments as well as informing intervention.

Individual development plans for younger children from a critical subject didactics perspective. The paper aims to describe and problematize the content of individual development plans (IDP) for preschool and preschool class (age six) pupils from a critical subject didactics perspective. The didactical 'what question' pertaining to content (the object of learning) is central to the analysis. Subject refers to the construction of content and not only in the narrow sense of academic subject, but also thematically and pragmatically connected across subject lines to the content of child care, upbringing and children’s possible questions. Critical didactics are applied to shed light on the relationships between the actors (children and teacher) and their co-determination and agency. The critical approach also encompasses study of the content in relation to the power dimensions of place, age, gender and ethnicity. IDP material was collected in October 2006 in four municipalities in southern Sweden, three urban and one rural. Both relatively ethnically homogeneous and heterogeneous districts were included in the three urban municipalities. The material comprised 82 randomly selected plans. The analysis can be summed up in three distinguishing main tracks or normalities: Academic subject-regulated normal children – in a relatively homogeneous urban district; Socially and monolingually regulated multicultural children – in a relatively heterogeneous urban district; Primarily needs-regulated monocultural children – in a rural municipality

<p><strong>Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O’Keefe (University of Prince Edward Island)</strong></p><p>Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children’s learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators’ and preschool teachers’ professional identities and practice. For example, critical and supported reflection (Thomas &amp; Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, &amp; Raes, 2016), collaborative and empowering practice (Helterbran &amp; Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.</p><p>While there appears to be consensus in the literature around <em>what</em> needs to be done, and even around <em>how</em> it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, &amp; Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).</p><p>This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:</p><ul><li>How can professional learning be conceptualised?</li><li>How do we build and maintain effective partnerships to foster professional learning?</li><li>What strategies for transformative community mobilization might be shared?</li><li>How can innovative strategies be applied on a wider scale?</li><li>How might taken-for-granted professional learning and evaluation practice be disrupted?</li><li>What story about professional learning do you need (or want) to tell?</li><li>How has your community been transformed through a particular activity, event, or practice?</li><li>How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?</li><li>Where might we be in 5, 10, or 15 years through such endeavours?</li></ul><p>We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. </p><p>Submissions are due August 1, 2017 and should be submitted as per <a href="http://journals.uvic.ca/index.php/jcs/about/submissions#onlineSubmissions">Journal of Childhood Studies submission guidelines. </a></p><p><strong><br /></strong></p><p> </p><p>References</p><p>Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, &amp; K. Steffensen (2016). <em>The state of educators’ professional learning in Canada</em>. Oxford, OH: Learning Forward.</p><p>Canadian Child Care Foundation [CCCF], (2016). <em>An Early Learning and Child Care Framework for Canada’s Children</em>. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdf</p><p>Colmer, K., Waniganayake, M. &amp; Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders<em>?, Australasian Journal of Early Childhood</em>, 39(4), 103-113.</p><p>Helterbran, V.R. &amp; Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. <em>Early Childhood Education Journal, 31</em>(4), 267-271.</p><p>Lazarri, A., Picchio, M., &amp; Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners’ professionalization in the Italian context. <em>Early Years: An International Research Journal, 33</em>(2), 133-145.</p><p>Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). <em>Research on ratios, group size, and staff qualifications and training in early years and childcare settings</em>. London: University of London.</p><p>Penn, H. (2009). <em>Early childhood education and care: Key lessons from research for policy makers</em>. Brussels: Nesse.</p><p>Prochner, L., Cleghorn, A., Kirova, A., &amp; Massing, C. (2016). <em>Teacher education in diverse settings: Making space for intersecting worldviews</em>. Rotterdam, The Netherlands: Sense Publishers.</p><p>Thomas, S., &amp; Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. <em>International Journal of Early Childhood Special Education</em>, <em>5</em>(1), 1-14.</p><p>Vandenbroeck, M., Peeters, J., Urban, M. &amp; Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban &amp; J. Peeters (Eds.) <em>Pathways to Professionalism in Early Childhood Education and Care</em>, (pp. 1-14). London: Routledge.</p><p>Vangrieken, K., Dochy, F., &amp; Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. <em>European Journal Of Psychology Of Education - EJPE (Springer Science &amp; Business Media B.V.)</em>, <em>31</em>(3), 275-298. doi:10.1007/s10212-015-0279-0</p>

<table id="announcementDescription" width="100%"><tbody><tr><td><p><strong>Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O’Keefe (University of Prince Edward Island)</strong></p><p>Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children’s learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators’ and preschool teachers’ professional identities and practice. For example, critical and supported reflection (Thomas &amp; Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, &amp; Raes, 2016), collaborative and empowering practice (Helterbran &amp; Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.</p><p>While there appears to be consensus in the literature around <em>what</em> needs to be done, and even around <em>how</em> it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, &amp; Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).</p><p>This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:</p><ul><li>How can professional learning be conceptualised?</li><li>How do we build and maintain effective partnerships to foster professional learning?</li><li>What strategies for transformative community mobilization might be shared?</li><li>How can innovative strategies be applied on a wider scale?</li><li>How might taken-for-granted professional learning and evaluation practice be disrupted?</li><li>What story about professional learning do you need (or want) to tell?</li><li>How has your community been transformed through a particular activity, event, or practice?</li><li>How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?</li><li>Where might we be in 5, 10, or 15 years through such endeavours?</li></ul><p>We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. </p><p><span>Submissions are due August 1, 2017</span> and should be submitted as per <a href="http://journals.uvic.ca/index.php/jcs/about/submissions#onlineSubmissions">Journal of Childhood Studies submission guidelines. </a></p><p><strong><br /></strong></p><p> </p><p>References</p><p>Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, &amp; K. Steffensen (2016). <em>The state of educators’ professional learning in Canada</em>. Oxford, OH: Learning Forward.</p><p>Canadian Child Care Foundation [CCCF], (2016). <em>An Early Learning and Child Care Framework for Canada’s Children</em>. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdf</p><p>Colmer, K., Waniganayake, M. &amp; Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders<em>?, Australasian Journal of Early Childhood</em>, 39(4), 103-113.</p><p>Helterbran, V.R. &amp; Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. <em>Early Childhood Education Journal, 31</em>(4), 267-271.</p><p>Lazarri, A., Picchio, M., &amp; Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners’ professionalization in the Italian context. <em>Early Years: An International Research Journal, 33</em>(2), 133-145.</p><p>Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). <em>Research on ratios, group size, and staff qualifications and training in early years and childcare settings</em>. London: University of London.</p><p>Penn, H. (2009). <em>Early childhood education and care: Key lessons from research for policy makers</em>. Brussels: Nesse.</p><p>Prochner, L., Cleghorn, A., Kirova, A., &amp; Massing, C. (2016). <em>Teacher education in diverse settings: Making space for intersecting worldviews</em>. Rotterdam, The Netherlands: Sense Publishers.</p><p>Thomas, S., &amp; Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. <em>International Journal of Early Childhood Special Education</em>, <em>5</em>(1), 1-14.</p><p>Vandenbroeck, M., Peeters, J., Urban, M. &amp; Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban &amp; J. Peeters (Eds.) <em>Pathways to Professionalism in Early Childhood Education and Care</em>, (pp. 1-14). London: Routledge.</p><p>Vangrieken, K., Dochy, F., &amp; Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. <em>European Journal Of Psychology Of Education - EJPE (Springer Science &amp; Business Media B.V.)</em>, <em>31</em>(3), 275-298. doi:10.1007/s10212-015-0279-0</p></td></tr></tbody></table>