Academic literature on the topic 'Early childhood education – Activity programs – Zimbabwe'
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Journal articles on the topic "Early childhood education – Activity programs – Zimbabwe"
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Yetti, Elindra, Erie Siti Syarah, and Ayu Niza Machfauzia. "WHICH EDUCATIONAL DANCE PROGRAMS CAN BE USED TO IDENTIFY CHILDREN’S TALENTS." Jurnal Cakrawala Pendidikan 40, no. 2 (June 14, 2021): 445–56. http://dx.doi.org/10.21831/cp.v40i2.33942.
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Education will be more meaningful if it is in accordance with children's talents and development. If talents can be recognized from an early age, it will be easier for children to reach the gates of success. This study aims to discuss educational dance programs that facilitate the identification of early childhood dance talents. This study used a qualitative method with data collection through observation, interviews, video documents, and reflection journals. The study was conducted on fifteen students aged 5-6 years in a kindergarten in the Special Capital Region of Jakarta. Findings of the study show that educational dance activity programs can make it easier for teachers and parents to identify early childhood dance talents. The audio-visual activities in the process of exploring dance movements make it easier for teachers and parents to identify early childhood dance talents compared to other movement stimuli. New approach to identify children's dance talents that can be used as a guide by teachers and parents in identifying and developing children's dance talents from an early age.
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Rukhiyah, Yayah, Didik Notosudjono, and Widodo Sunaryo. "Evaluation of PAUD (Early Childhood Education) Accreditation Program in Serang City." Research, Society and Development 9, no. 10 (October 29, 2020): e9759109455. http://dx.doi.org/10.33448/rsd-v9i10.9455.
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This research is aimed to increase the effectiveness of Early Childhood Education through evaluation of accreditation programs. By evaluating the PAUD accreditation program, it can be seen the overall phenomena of the evaluation which is principally for improvement in early childhood education, as well as to determine the success rate of the PAUD accreditation program in Serang City. This research approach is an Evaluation Research approach, the approach used descriptive approach. The qualitative approach creates a complex picture, examines the words, detailed reports and views of the respondents and conducts studies on natural situations. Evaluative research are the evaluative programs with using case studies method, this research are program evaluation with using CIPP (Context, Input, Process, Product) model which developed by Stufflebeam. The results shows that (1) evaluation on the context evaluation to good category, (2) the implementation of process evaluation are in the category enough (3)evaluation on the program preparation (input evaluation) part of most of them are at the Good category leveland (4) evaluation of the results and benefits of program activity implementation (Product Evaluation) is at the Good category level. Evaluation of PAUD Accreditation Program using the CIPP method, Based on the results of the previous evaluation, this study concluded that there are 14 (fourteen) aspects that have a "Good" value, namely aspects of facilities and infrastructure resources, human resource support, support for facilities and infrastructure, identification of scheduling programs, assessments, program outputs, and program outcomes of PAUD accreditation results are proposed, maintained and implemented.
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Sims, Margaret. "Including Children with Special Needs in Regular Early Childhood Settings." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 40–44. http://dx.doi.org/10.1177/183693919502000408.
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Children with special needs are attending early childhood programs more and more frequently as the philosophy of inclusion influences the development of services. Many professionals working with children feel nervous when asked to include a child with special needs, however, the skills necessary to work effectively with children with special needs are the same as those used everyday working with all children. This article discusses an activity-based approach to working with children and shows how planning for children with special needs fits easily within this approach.
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Elindra Yetti, Mulyati, Tjipto Sumadi,. "Analysis Of Constructive Learning Models In Forming Religious Characters Of Early Childhood." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6399–403. http://dx.doi.org/10.17762/pae.v58i2.3167.
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The purpose of this study is to provide an overview of the development of learning models that can stimulate students to interpret every learning activity in shaping the character of early childhood. The research method is a qualitative method in which the researcher captures the phenomenon of the development of religious and moral values of early childhood is only limited to habituation and the discovery of data that the teacher does not compile a special program of character development in learning. The study was conducted in Jakarta with 60 samples consisting of University students Open early childhood education programs majors who are early childhood education programs teachers in DKI Jakarta. Data analysis techniques from interviews, observation and questionnaire distribution and also documentation. The results of the study stated that a constructive learning model is needed that is able to give meaning to the learning process in character development
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Hakkarainen, P., and M. Bredikyte. "Playworlds and Narratives as a Tool of Developmental Early Childhood Education." Психологическая наука и образование 25, no. 4 (2020): 40–50. http://dx.doi.org/10.17759/pse.2020250404.
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We shortly introduce some main ideas of a project of scientific research collective “School” (Shkola) led by academic V.V. Davydov. The collective elaborated a new project — “Concept of preschool education” [9] that would better meet the developmental and educational needs of young children and create the basis for learning activity at school. The project has inspired development of playworld pedagogy in Sweden and Finland. Now 30 years later, attempts to design systems of developmental early childhood education try to concretize central concepts of Davydov’s project. This article presents interpretation and elaboration of the main ideas of the project in playworld pedagogy developed in Scandinavian early childhood education. We propose a systematic transition from joint adult — children play, to independent children initiated play. Children’s personality development presupposes esthetic reaction and contradictory unity of affect and intellect in narrative role play. We have concluded that present attempts to design new developmental early childhood education programs cannot forget the ideas of the collective from the 1990’s.
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Mak, Toby C. T., Derwin K. C. Chan, and Catherine M. Capio. "Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review." International Journal of Environmental Research and Public Health 18, no. 3 (January 20, 2021): 867. http://dx.doi.org/10.3390/ijerph18030867.
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Recent evidence has emphasized the importance of the early childhood years for developing lifelong physical activity patterns. As such, evidence-informed programs that create opportunities for young children to engage in physical activity are needed and education settings present an important context. This review aimed to identify strategies that are implemented by teachers to promote physical activity in early childhood education and care settings. This is a scoping review that followed the framework proposed by the Joanna Briggs Institute. Searches were conducted using the databases of PubMed, SCOPUS, PsycINFO, SPORT Discus, ERIC and Web of Science for publications up to September 2020. From a total of 8974 articles, 19 were deemed eligible. Ten types of strategies, performed by teachers with the intention to improve physical activity-related primary outcomes, were identified. Physical activity promotion by teachers in early childhood settings is recommended to take a multi-strategy approach, in conjunction with professional development training opportunities and continuous follow-up support for teachers. Future work is warranted to fill the evidence gap in other regions (e.g., Asia, Africa and South America) and strengthen the evidence base to establish best practice standards.
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Block, Martin E., and Timothy D. Davis. "An Activity-Based Approach to Physical Education for Preschool Children with Disabilities." Adapted Physical Activity Quarterly 13, no. 3 (July 1996): 230–46. http://dx.doi.org/10.1123/apaq.13.3.230.
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Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have individually determined goals and objectives, but these goals and objectives are “embedded” in a variety of child-directed play activities. The teacher acts as a facilitator, encouraging the child to practice individual goals while exploring the environment. The purpose of this article is to introduce the concept of activity-based intervention and provide examples of how it can be implemented within a motor development/physical education context for preschool children with disabilities.
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Jeti, La, Manan Manan, L. M. Ricard Zeldi Putra, Asnawati Asnawati, and Muliati Muliati. "Socialization and Assistance Program Patnership Parents, School and Societies involvement In Early Childhood Education." Aulad: Journal on Early Childhood 4, no. 2 (July 6, 2021): 1–7. http://dx.doi.org/10.31004/aulad.v4i2.110.
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This service aims to socialize and assist the partnership program of parents, schools, and the community in involvement in the implementation of early childhood education, as mandated by the Minister of Education and Culture No. 30 of 2017 concerning Family Involvement in Education. This activity was carried out in Lawela Village, South Buton Regency. This service activity consists of 3 stages. The first stage is the Community Service Team together with parents, schools and communities to carry out FGD (Forum Group Discussion) to socialize the partnership program. The second stage is partnership assistance to families, schools and communities. Third Stage The Service Team conducts interviews and observations to parents, teachers and the community regarding involvement in children's education at the Lawela Village Kindergarten. The results of this service show that through the socialization and assistance of the partnership program, a partnership relationship is built between parents, schools and the community, towards the implementation of early childhood education. These three elements of education are mutually involved in parenting programs, building communication for early childhood education, learning activities at home, and joint decision making.
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Saunders, Ruth P., Marsha Dowda, Karin A. Pfeiffer, William H. Brown, and Russell R. Pate. "Childcare Center Characteristics Moderate the Effects of a Physical Activity Intervention." International Journal of Environmental Research and Public Health 17, no. 1 (December 22, 2019): 101. http://dx.doi.org/10.3390/ijerph17010101.
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Center-based early childhood education and care (ECEC) programs are well-positioned to create positive impacts on the health and development of large numbers of young children by promoting physical activity using evidence-based programs. Studies testing physical activity programs for young children should examine the circumstances under which programs are most effective by assessing the role of contextual factors on program outcomes. The purpose of this study was to examine the moderating effects of baseline ECEC center characteristics on the relationship between the Study of Health and Activity in Preschool Environments (SHAPES) intervention and moderate-to-vigorous physical activity (MVPA). MVPA was assessed via accelerometry; center characteristics, practices, and social and physical environments were assessed by director interview and observation; and center quality was assessed using the Early Childhood Environment Rating Scale-Revised Edition. Mixed-model analyses of covariance (ANCOVAs) examined intervention effects on MVPA during the school day; interactions between baseline center variables and group assignment (intervention vs. control) tested for moderation. Two center instructional practices, two social environment characteristics, and one physical environment characteristic at baseline moderated the effects of SHAPES on MVPA outcomes. Assessing baseline practices and center characteristics may aid efforts to match centers with interventions likely to increase physical activity as well as suggest additional intervention strategies to test.
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Fernandes, Meenakshi Maria, and Roland Sturm. "The Role of School Physical Activity Programs in Child Body Mass Trajectory." Journal of Physical Activity and Health 8, no. 2 (February 2011): 174–81. http://dx.doi.org/10.1123/jpah.8.2.174.
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Background:Physical activity at school can support obesity prevention among youth. This paper assesses the role of existing school physical activity programs for a national cohort from first grade to fifth grade.Methods:We analyzed a cohort from the Early Childhood Longitudinal Survey—Kindergarten Cohort which included 8246 children in 970 schools across the country. Growth curve models estimate the effect of physical education (PE) and recess on individual child body mass trajectories controlling for child and school characteristics. Hierarchical models allow for unobserved school and child effects.Results:Among first graders, 7.0% met the National Association of Sport and Physical Education (NASPE) recommended time for PE and 70.7% met the recommended time for recess in the previous week. Boys experienced a greater increase in body mass than girls. Meeting the NASPE recommended time for recess was associated with a 0.74 unit decrease in BMI (body mass index) percentile for children overall. Meeting the NASPE recommendation for physical education was associated with 1.56 unit decrease in BMI percentile among boys but not girls.Conclusions:We find evidence that meeting the national recommendations for PE and recess is effective in mitigating body mass increase among children.
Dissertations / Theses on the topic "Early childhood education – Activity programs – Zimbabwe"
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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.
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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.
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Ledbetter, Lois. "Additional activities for Workjobs II: Number activities for early childhood by Mary Baratta-Lorton: supplementary activities for beginning number concepts for learning handicapped students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/395.
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Baron, Alexander Macomber. "From teacher-regulation to self-regulation in early childhood : an analysis of Tools of the Mind's curricular effects." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:e58a6fcc-d737-44ae-a79c-67652d196099.
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The aim of my DPhil is to identify educational practices predictive of students' self-regulation development during early childhood. Specifically, I will analyze the Tools of the Mind preschool curriculum (Tools), which emphasizes students' self-regulation cultivation as its paramount aim. Since its development in 1993, Tools has spread to schools in the United States, Canada, and South America. In the face of Tools' proliferation, two questions emerge: does Tools significantly improve children's self-regulation skills? And, if so, then which of its effective elements could be applied across various educational contexts? This dissertation contains two studies. In the first, I will systematically review extant Tools research and then execute a multilevel meta-analysis of the quantitative results. Study one serves three purposes: 1) to identify all studies in the existing Tools evidence base, 2) to estimate an aggregate curricular effect, and 3) to determine how that effect varies across contexts and student characteristics. Thus, study one will assess whether Tools, at the curricular level, improves students' self-regulation. By contrast, study two will involve more granular analyses of the discrete learning activities that collectively comprise Tools. Specifically, study two will analyze child-level self-regulation and teacher-level Tools implementation data for 1145 preschool children in 80 classrooms across six American school districts. I will employ multilevel structural equation models to assess which Tools activities are associated with students' self-regulation growth, which are associated with decline, and which exhibit no association at all. Ultimately, this dissertation features the first Tools meta-analysis as well as the first analysis of specific Tools instructional activities. It is hoped that these analyses will identify educational practices predictive of self-regulation development both within and beyond the Tools curricular context.
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Guijarro, de Ortiz Myriam. "Literacy Activities that Parents of Preschool Children Attending Day Care Promote at Home and Community Settings." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/760.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Education
Exceptional Education
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Arce, Sylvia Eugenia. "Free Spirit Children's Nature Center." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2540.
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The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.
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Joubert, George Frederick. "The influences of a gross motor development programme on the lives of rural marginalised multi-grade primary school learners." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2683.
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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.This study investigates the impact of a Gross Motor Development (GMD) programme on the lives of learners in marginalized multi-grade environments in rural areas of the Western Cape. Numerous studies globally suggest that gross motor development programmes bring stability, positive motivational changes and structure in learners’ lives constrained by challenging socio-economic environments (Portela, 2007, & Lopes et al., 2013). A transformative research paradigm was employed in order to address the research questions posed by this study. A purposive sampling technique was used to collect data from three schools, one in each of three Western Cape rural educational districts that border the Cape Metro; West Coast/Hopefield, Cape Winelands/Wellington and Overberg/Grabouw. In all three schools the Centre for Multi-grade Education had an academic research/training and support partnership. Within a trans-current mixed method design, qualitative data are used to substantiate and augment phenomena exposed by the quantitative data. The data in the qualitative phase of this study are collected using observations, reflective journals and journal notes. The research investigated the influence of an 18-month gross motor development programme on learners’ lives in three multi-grade schools in the Western Cape of South Africa. A sample of 50 (N=30 males and N=20 females), grade 4-6 multi-grade learners participated in the study. The gross motor skills were assessed using Project 4 – IMAD+ Test Battery, previously developed by the Cape Peninsula University of Technology, Centre for Multi-grade Education. The test battery consisted of a series of physical exercises designed to assess gross motor proficiency. The scholastic achievement of learners was understood from the Annual National Assessment scores (ANA) of 2013.The data revealed that a total gross motor ability percentage score change occurred in the sample 50 (N=30 males and N=20 females) from 32.12 % to 56.82 %, indicating a significant overall gross motor improvement of 24.7 % in an 18 month period. Improved self-esteem, positive attitudinal and motivational changes and increases in class attendance occurred among the learners. This improvement aligns itself with research that indicates that the development and improvement of motor skills through physical activity are related to positive development of self-esteem among learners (Corbin, 2002:128-145). This study contributes to the growing body of knowledge on education at rural, marginalized schools, and suggests that providing learners with the opportunity to participate in a structured programme is likely to improve motivation which will contribute toward positive scholastic achievement. It is recommended that policymakers should encourage and implement structured gross motor skills development programmes at school. Further research on the influence of GMD provincially and nationally should be encouraged.
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Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.
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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.
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Msipha, Zenzile. "Fostering self-regulation through positive discipline during free play in early childhood education." Thesis, 2020. http://hdl.handle.net/10500/27466.
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The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience.Psychology of Education
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Matavire, Juniel Shoko Tanga. "Transitional literacy in Gauteng primary schools: two collective case studies of reading and writing experiences of grades 3 and 4 learners." Thesis, 2016. http://hdl.handle.net/10539/22618.
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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy
Johannesburg
2016.This study examines literacy experiences of grade 3 learners as they transition into grade 4 in two primary schools in Gauteng. In the first school IsiZulu and Sepedi are the languages of teaching and learning in the foundation phase and learners transitioned to English in grade 4, while English is the language of learning and teaching in the second school. The study poses four questions. The first explores whether reading and writing in the foundation phase adequately prepare learners for the academic and cognitive demands of the intermediate phase. The second and third questions investigate the strategies used by learners and teachers to negotiate the transition and how those strategies could be understood and explained in relation to the increasing academic and cognitive demands of the literacy curriculum. The fourth question examines the role of language as children transition into grade 4. The study draws on the ecological systems theory by Bronfenbrenner (2005) and adopts a socio-cultural orientation to literacy, drawing on scholarship in New Literacy Studies (Street, 2007). The research design was a collective case study in the qualitative paradigm. Classroom observation, interviews and document analyses gathered over 9 months comprise the data. Two grade 3 classes were observed for three months in each school before ten focus learners were identified and these children were followed into grade 4. One grade 4 class was studied in each school for six months. What emerges from the data is that, at a macrosystemic level, curriculum change is a major factor in what happens to learners as they move across grades. The time of this study coincides with a curriculum transition from the National Curriculum Statement (NCS) to the Curriculum and Assessment Policy Statement (CAPS) of 2011 and 2012. When curriculum transition was not clear to teachers, and they did not buy into it, the effect on the mesosystem was confusion, anxiety and frustration on both teachers and learners that resulted in negative attitudes and poor delivery. The choices of language of learning and teaching schools make for the literacy instruction of their learners an important factor in transition. Language alone is a huge demand and resource factor (Bronfenbrenner, 2005) in learner literacy learning. In both schools the majority of learners accessed literacy through languages that were different from their home languages. This compromised learners’ access to and conception of academic texts. There are complex physical, structural, psychological and academic transitions a learner must deal with at the mesosystemic level on reaching grade 4. Inadequate literacy skills impact negatively on learners’ academic and social transition from one phase to another in multiple ways. Psychologically, learners had a sense of fear of the next grade and when their fears were confirmed it made transition challenging when dealing with grade 4 work. Structurally, the organisation of teaching changed from one teacher to many teachers, and hence many subjects with different expectations on learners. Some teachers had inadequate pedagogical knowledge, did not communicate within and across grades, and had generally autonomous conceptions of literacy, resulting in learners’ literacy development being compromised. At the microsystemic (classroom) level learners were confronted by grade 4 academic and literacy demands that the foundation phase did not equip them for. Reading and writing practices changed in grade 4. Vocabulary, fluency and comprehension skills learners brought from grade 3 became inadequate for the demands of grade 4 work. Also absent in grade 4 was the environmental print and other supports learners had in grade 3. When learners’ complex, challenging situations were compounded by poor teaching, inconsistent literacy practices, lack of resources, large classes and timetabling issues some learners lost interest, accepted their fate and developed negative attitudes to schooling. Carelessness surfaced, written work was not prioritised and often not completed, while other learners sought support from the exosystem in the form of parents and siblings to hedge the challenges of transition. Consequent to this study there was a realisation among teachers in the two schools that they could do something about transition and literacy. An appetite for knowledge and revisiting of pedagogical practices was rekindled among some teachers. Transition and literacy became topical issues in both formal and informal teacher conversations. This raises questions about the coordination and smooth cooperation between systems which further research may tap into.
MT2017
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Stretch, Lauren. "Assessing the effectiveness of practitioner training in underprivileged early childhood settings." Thesis, 2013. http://hdl.handle.net/10500/14311.
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This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children.
A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners.
The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children.
The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated.Psychology of Education
D. Ed. (Psychology of Education)
Books on the topic "Early childhood education – Activity programs – Zimbabwe"
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Booker, Salih. We are your children: The Kushanda early childhood education and care dissemination programme, Zimbabwe, 1985-1993. The Hague, The Netherlands: Bernard van Leer Foundation, 1995.
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Jasmine, Grace. Early childhood assessment. Huntington Beach, CA: Teacher Created Materials, 1995.
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Clarissa, Willis, ed. Inclusive literacy lessons for early childhood. Beltsville, Md: Gryphon House, 2008.
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Hamilton, Darlene Softley. Resources for creative teaching in early childhood education. 2nd ed. San Diego: Harcourt Brace Jovanovich, 1990.
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Kids in motion: An early childhood movement education program. Tucson, Arizona: Communication Skill Builders, 1985.
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Douglas, Kathleen M. Center activities for early childhood. Grand Rapids, MI: Instructional Fair/TS Denison, 1996.
Find full textBook chapters on the topic "Early childhood education – Activity programs – Zimbabwe"
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Mcnamara, Scott, and Cheng-Chen Pan. "Adapted Physical Education in the Special Education Process." In Advances in Early Childhood and K-12 Education, 61–85. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1431-3.ch004.
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Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.
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León, María Pilar, and Alejandro Prieto-Ayuso. "Move Your Brain!" In Advances in Early Childhood and K-12 Education, 228–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch013.
Full textAbstract:
Active breaks have received great attention both among teachers and researchers and are used by those who pursuit to take advantage of all its benefits. Because of these benefits, many teachers or schools have incorporated active breaks into their daily classroom routines. However, to the authors' knowledge, there is not any program aimed entirely at preschool age. Also, the type of activities proposed in these programs are mostly mechanic with low cognitive engagement while some authors argue that cognitively engaging physical activity is more beneficial for cognitive and academic performance than mechanic activities. For these reasons, this chapter proposes a new active break program aimed at preschool children. This program, entitled “Move Your Brain,” will be composed of physical activities with inherent cognitive demands to challenge the children's brains.