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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"
1
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 (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 (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 (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 (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 (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 (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 (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 (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 (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.