To see the other types of publications on this topic, follow the link: Early childhood education (ECE).
Journal articles on the topic 'Early childhood education (ECE)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Early childhood education (ECE).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sani, Isah Dantani, Nma Aliyu Ibrahim, and John Saidu. "TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN NIGERIA FOR NATIONAL DEVELOPMENT." Sokoto Educational Review 17, no. 1 (December 4, 2017): 12. http://dx.doi.org/10.35386/ser.v17i1.24.
Full textAbstract:
This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view to proposing better funding approach and sustainability. It recognized the commitment of the Nigerian Government (Federal, State and Local), the support of the community, individuals and donor agencies in funding ECE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality training of teachers/ caregivers, provision of appropriate ECD facilities, and stimulating learning materials as well as supervision/ monitoring of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.
2
Brown, Christopher P. "Unpacking Standards in Early Childhood Education." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (March 2007): 635–68. http://dx.doi.org/10.1177/016146810710900310.
Full textAbstract:
Background/Content Policy-makers at the federal and state levels have increased their efforts to implement standards-based accountability reform in early childhood education (ECE) to improve the academic readiness of children for elementary school. As these policies have taken on more prominence within ECE reform, national organizations such as the National Association for the Education of Young Children and the National Association of Early Childhood Specialist in State Departments of Education and the National Institute for Early Education Research have produced guidelines and suggestions for formulating standards. Early childhood researchers have investigated and questioned the purpose, goals, and policy process of early learning standards. These works examine a range of issues such as capacity and capital, curriculum and assessment, and readiness and retention. Focus of Study In this article, I examine how early childhood stakeholders in the state of Wisconsin responded to the current Bush Administration's Good Start, Grow Smart (GSGS) initiative by creating a double-voiced document that answered requirements of the GSGS initiative while at the same time attempting to pique the interest and support of the state's loosely coupled field of ECE to a voluntary set of standards. Examining these stakeholders’ response highlights the tensions that exist in attempting to reform ECE and how simple policy solutions such as the GSGS initiative fail to address the complexity that exists within the field of ECE. Research Design This research project is a qualitative instrumental case study that examines the formulation and implementation of Wisconsin's Model Early Learning Standards. Conclusions Even though the Early Learning Standards Steering Committee created a double-voiced document that responded to policy-makers’ demands for early learning standards while attempting to attract and unite early childhood programs and practitioners around a collective understanding of the goals of ECE, the future of the field is uncertain. The second-class status of ECE in the realm of policy and the investment of capital that is required to alter the field cause one to question whether systemic reform could ever occur in ECE. Nevertheless, policy-makers’ demands for improved student performance will not die down simply because states are implementing early learning standards. Thus, the field of ECE is at a critical point within the history of education reform, and stakeholders must continue to promote a vision of ECE that goes beyond simply protecting current practices and demand structural changes that foster the growth and development of all children.
3
Rasmani, Upik Elok Endang. "IDENTIFICATION OF EARLY CHILDHOOD EDUCATION (ECE) MANAGEMENT." Early Childhood Education and Development Journal 2, no. 1 (March 4, 2020): 1. http://dx.doi.org/10.20961/ecedj.v2i1.46915.
Full textAbstract:
<p>The purpose of this study is to determine problems related to Early Childhood Education (ECE) Management. It uses a qualitative descriptive approach with case studies. Samples were selected using purposive and snowball sampling techniques, while interviews, observation, and documentation were used in data collection. From the data analysis techniques with an independent sample t-test, an average pretest of the experimental group was 5.45 and post-test 9.60. The data analysis showed a significance value of 0.000 based on decision making with 𝝆> 0.05. The samples for the study were administrative officers and the teachers in Warga Kindergarten and Aulia Kindergarten at Surakarta for the experimental and control group. The results of the analysis indicate that there are ECE management problems lessens the institutions’ quality. Also, the management identification was needed to improve ECE management. This is because the level of significance before directions was greater than 0.05 and smaller than 0.05 after the direction. Therefore, the values before and after the directives have significant differences.</p>
4
Liu, Sylvia, Barry Lee Reynolds, Xuan Van Ha, and Chen Ding. "Professionals as Collaborative Mentors in Early Childhood Family Education." Sustainability 13, no. 19 (September 25, 2021): 10644. http://dx.doi.org/10.3390/su131910644.
Full textAbstract:
Early childhood education (ECE) in China has become complex and multi-dimensional. Chinese parents/caregivers are actively involved in ECE. This qualitative study provides insights into how three ECE-related professionals, namely, a family education professional, an ECE enrichment teacher, and a founder/administrator of an ECE centre, worked collaboratively in a transdisciplinary early childhood family education (ECFE) program in a northern city of China. Qualitative data was collected via three rounds of interviews with each of the three ECE professionals and several sources of documents. The findings are generally in line with existing literature regarding the factors that influence effective transdisciplinary collaboration among ECFE team members. The ECE professionals claimed the program was a success was due to their willingness to become ergonomists, daily collaborative practice with team members, interaction with both the caregivers and their children, and non-judgmental sharing among colleagues. These positive outcomes occurred due to the continued support and instruction from other ECFE team members, especially when applying approaches outside one’s respective fields. The findings illuminate several insights relating to ECFE and offer several implications regarding hands-on practices for effective ECFE.
5
Kustiani, Anik Tri, and Puji Yanti Fauziyah. "Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program." Journal of Nonformal Education 5, no. 1 (February 28, 2019): 47–56. http://dx.doi.org/10.15294/jne.v5i1.18333.
Full textAbstract:
The lack number of teachers in Wonogiri district urgea participation between parents and organizer of Early Childhood Education (ECE) program. Related to this issue, this study aimed at (1) knowing the implementation of ECE program in Wonogiri district (2) analyzing the forms of parental participation in ECE program (3) analyzing the factors affecting parental participation in ECE program implementation. This study can be catagorized as descriptive research with a quantitative approach. The data analysis technique was using descriptive statistics among ECE program in Wonogiri District, Central Java. The reserach findings showed that (1) ECE program in Wonogiri District was operated under the Education Office of Wonogiri District, especially Non-Formal and Informal Education Unit. It has ECE section focusing on developing ECE services in Wonogiri district (2) most of the respondents had a low level of participation in terms of policies, collaboration, information (3) factors affecting parental participation in ECE program implementation were education, occupation, income as well as distance between home and school.
6
Alam, Jan, Muhammad Azeem Ashraf, Samson Maekele Tsegay, and Nadia Shabnam. "Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4486. http://dx.doi.org/10.3390/ijerph19084486.
Full textAbstract:
Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.
7
Young, Gabrielle, David Philpott, Emily Butler, Kimberly Maich, and Sharon Penney. "Exploring the Impact of Quality Early Child Education on Special Education." Exceptionality Education International 29, no. 3 (December 20, 2019): 6–21. http://dx.doi.org/10.5206/eei.v29i3.9384.
Full textAbstract:
This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.
8
Astuti, Budi, Sugiyatno Sugiyatno, and Siti Aminah. "The development of early childhood sex education materials for early childhood education (ECE) teachers." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, no. 2 (November 29, 2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.
Full textAbstract:
The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.
9
Ilechukwu Chukwbikem, Peace Ebele. "Resources for Early Childhood Education (E.C.E)." International Letters of Social and Humanistic Sciences 19 (December 2013): 1–17. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.1.
Full textAbstract:
The central theme of this paper is resources for early childhood education. The paper highlights issues such as purpose and benefits of ECE. It also discusses human, material and financial resources and gives detailed instructional resources for effective teaching at this level of education. The benefits of E.C.E. are that there is a positive relationship between E.C.E life performances of the recipient of this level of education. Good. ECE inculcates the spirit of enquiry and creativity through exploration of nature and the local environment. It teaches them cooperation, team spirit and good habit. It also prepares them for primary education. The study also examined the importance of play, things to look for in preschool curriculum which are human resources, materials and finance. Quality support system should include educational training for programme personnel as well as ongoing technical assistance programme providers and individual care provider. Personnel who are well prepare through education, training and support are essential to achieving high quality.
10
Meidl, Christopher. "Challenges to Recruiting Black Males Into Early Childhood Education." Urban Education 54, no. 4 (July 25, 2018): 564–91. http://dx.doi.org/10.1177/0042085918789745.
Full textAbstract:
There is a lack of Black male teachers working with young children in early childhood education (ECE). This qualitative research investigated 23 Black male participants’ beliefs about challenges to recruiting Black males to teach in ECE (birth-fourth) and recommendations to increase the number of Black males in ECE. Black masculinity identity theory was used as the lens to understand the sociocultural context participants provided. From the data, several themes emerged from participants’ experiences: challenges to recruitment (i.e., presence, financial, and systematic obstacles in society) and recommendations for change (i.e., recruitment, alternative approaches, encouraging educational paths, and valuing personal interaction).
11
Alabi, AT, and NYS Ijaiya. "Management Strategies for Funding and Sustaining Early Childhood Education in Nigeria." Journal of Science and Sustainable Development 4, no. 1 (June 12, 2013): 53–61. http://dx.doi.org/10.4314/jssd.v4i1.5.
Full textAbstract:
This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view towards its better funding and sustenance. It recognised the commitment of the Nigerian Governments and the support of the community, individuals and foreign sponsors in funding ECE programmes. It argued that, nevertheless, much more needs to bedone towards providing adequate funds for quality teachers/ caregivers, supply of appropriate facilities and stimulating learning materials as well as supervision of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.Keywords · Early Childhood Education · Management Strategies · Funding
12
Tatminingsih, Sri. "Implementation of Digital Literacy in Indonesia Early Childhood Education." International Journal of Emerging Issues in Early Childhood Education 4, no. 1 (May 31, 2022): 12–22. http://dx.doi.org/10.31098/ijeiece.v4i1.894.
Full textAbstract:
Digital literacy is a person's interests, attitudes, abilities, and skills in using digital technology-based devices. These skills are used to access, manage, integrate, analyze and evaluate the information needed and obtained, build new knowledge and create relationships or communication with others to participate effectively in society. This study aims to explore and explain the application of digital literacy in Early Childhood Education (ECE) institutions. The research method is descriptive quantitative with a survey technique. The instrument used is a questionnaire in the form of a Google-Form (G-Form) which is distributed online via Instagram, WhatsApp, and email. The population is ECE teachers, and a sample of 318 ECE teachers from various provinces was collected randomly. The data collected were analyzed descriptively with simple quantification. The results of the study indicate that the application of digital literacy in ECE can be implemented in a limited way and the implementation process must involve teachers and parents/guardians. The recommendation conveyed was the need for strict supervision for the implementation of digital literacy in early childhood.
13
Aksoy, Naciye, and Ebru Eren Deniz. "Early childhood education in neoliberal, religiously conservative times in Turkey." Policy Futures in Education 16, no. 1 (October 25, 2017): 108–23. http://dx.doi.org/10.1177/1478210317736435.
Full textAbstract:
This article provides an analysis and discussion of the impacts of neoliberal, religiously conservative educational policies on early childhood education (ECE) in Turkey. After an introduction, the article is presented in four sections. The first section provides an overview of neoliberal, religiously conservative policies in the Turkish educational system since the 1980s. The second section presents a brief history of ECE. The third section reports on the impact of neoliberal, religiously conservative education policies on ECE, especially focusing on the last decade. The fourth section concludes with a discussion of the way in which ECE in Turkey is being approached as an economic and ideological education institution troubled by inequalities, rather than as one with a firm basis of equal rights in education.
14
Ndijuye, Laurent Gabriel, and Pambas Basilius Tandika. "STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania." Journal of Childhood, Education & Society 1, no. 1 (February 17, 2020): 29–42. http://dx.doi.org/10.37291/2717638x.20201128.
Full textAbstract:
For about a decade, Tanzania has intensely focused on developing literacy and numeracy skills in pre-primary and early grades programs. Recently, the attention has shifted towards the significance of teaching Science, Mathematics, Technology and Science (STEM) in the early years. To enhance the 21st century skills necessary for building a middle income and knowledge-based economies, the existing empirical evidence emphasizes the need for STEM education starting from pre-primary level. This paper aims to unpack the state of the STEM education in pre-primary education in Tanzania. By using homogenous purposive sampling, two policy-makers, three ECE academics, eight school principals, and eight pre-primary teachers from rural and urban public schools were recruited. Data were collected by interviews, semi-structured survey questionnaires, and documentary analyses. Though there was consensus among ECE stakeholders that children should be exposed to STEM environments as early as possible, findings indicated that even among ECE practitioners, there is a very vague understanding of what entails of STEM education in ECE. Further, while teachers were aware and guided to facilitate science and mathematics education, they were not aware and there were no specific policy briefs/circular instructions on how to facilitate Technology and Engineering education in ECE. The paper concludes with suggestions on how to integrate STEM in early childhood education, especially for Tanzania.
15
Gibbons, Andrew, Marek Tesar, And Pasley, and Georgina Stewart. "Language strategies for “Early Childhood Education”? Newspeak and He Taonga te Tamaiti." Early Childhood Folio 24, no. 2 (November 30, 2020): 9–14. http://dx.doi.org/10.18296/ecf.0081.
Full textAbstract:
The early learning action plan 2019–2029, He Taonga te Tamaiti / Every Child a Taonga, ushers in a new era of thinking about the governance of early childhood education (ECE). The policy language has changed, with a shift from “early childhood education” to the “early learning system”. This article starts from the concern that if a teacher was to search through the action plan and note where the phrases “early childhood”, “early childhood education”, or “early childhood care and education”, “early learning”, “early learning services”, “early learning provision”, and “early learning system” occur, they would begin to paint a landscape of the way in which the language of governance has been changing in ECE. In this article we ask: What does this shift in language mean for the early childhood sector? To interrogate this question, we will explore elements of the language of the plan, and question the discourse of several key changes. We begin with a turn to the theorisation of government through language via the work of George Orwell, which align with Michel Foucault’s concept of governmentality, which informs ECE theory for policy, research, and practice, and how particular ways of thinking are produced in and by the dominant discourses of ECE.
16
Bassok, Daphna, and Mimi Engel. "Early Childhood Education at Scale: Lessons From Research for Policy and Practice." AERA Open 5, no. 1 (January 2019): 233285841982869. http://dx.doi.org/10.1177/2332858419828690.
Full textAbstract:
This AERA Open special topic takes stock of the current knowledge about scaled-up early childhood education (ECE) programs. Rapidly rising ECE participation rates in recent decades have coincided with wide variability in the types of programming available for young children. This expansion makes understanding heterogeneity in effects of ECE crucial. Three articles in this special topic explore heterogeneity in ECE program effects with regard to timing, context, domains, programmatic features, counterfactual conditions, and child characteristics. In addition to exploring heterogeneity, understanding possible mechanisms for improving ECE experiences and outcomes for children and their families is crucial. Articles in this special topic explore three potential drivers for improving ECE services and outcomes, including professional development, curriculum and instruction, and parental supports for ECE educators.
17
Bassok, Daphna, Preston Magouirk, and Anna J. Markowitz. "Systemwide Quality Improvement in Early Childhood Education: Evidence From Louisiana." AERA Open 7 (January 2021): 233285842110116. http://dx.doi.org/10.1177/23328584211011610.
Full textAbstract:
Despite substantial federal, state, and local investments in improving early care and education (ECE), we know little about whether ECE program quality has improved over time. The lack of data tracking the quality of publicly funded ECE programs at scale creates a substantial evidence gap for policymakers attempting to weigh the returns on, and future of, quality improvement policies. Data from Quality Rating and Improvement Systems (QRIS) provide a promising opportunity to address this problem. Using 4 years of data from a mandatory, statewide QRIS covering subsidized child care, Head Start, and state prekindergarten, we document systemwide quality and improvement trends over a period of targeted investment in quality improvement statewide. We find improvements in quality overall, across sectors and communities over this period. Results also reveal differential growth across sectors such that quality gaps diminished. This study highlights the potential of statewide ECE data for informing quality improvement efforts.
18
Conde Vélez, Sara, Manuel Delgado García, and Francisco Javier García Prieto. "Caracterizando la construcción de espacios metodológicos-organizativos en Educación Infantil." Revista Fuentes 1, no. 23 (2021): 125–37. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12105.
Full textAbstract:
Research focused on ECE (Early Childhood Education) stage teachers brings to light multiple models for classroom management associated with different didactic-pedagogical strategies, ranging from models close to management styles (predominant in the Spanish context) to others in which unplanned or free time predominates. Our investigation is based on the opinion of 1.350 ECE teachers in Andalusia (Spain) on positivist method principles, with an exploratory and correlational intention and the support of an ad hoc designed questionnaire, we try to identify and explore the possible correlations between methodological-organisational aspects, as well as their influence or degree of determination on the interactions that take place in the ECE classroom. The results obtained after a structural equations analysis confirmed the positive influence of some methodological-organisational aspects implemented by the teacher on the type of interactions that arise when working with learning corners in the ECE. We conclude that in order to dynamise the classroom environment it is necessary to diversify the methodological-organisational aspects that accompany teaching work, overcoming the reluctance detected in part of the teaching staff and inviting them to reflect upon training in positive attitudes towards change.
19
García-Carrión, Rocío, and Lourdes Villardón-Gallego. "Dialogue and Interaction in Early Childhood Education: A Systematic Review." Multidisciplinary Journal of Educational Research 6, no. 1 (February 14, 2016): 51. http://dx.doi.org/10.17583/remie.2016.1919.
Full textAbstract:
<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>
20
Nawaz, Asifa, Ijaz Ashraf, and Aisha Siddique. "Impact of Effectiveness of Early Childhood Education on Students Learning Outcomes in Pakistan." Interdisciplinary Journal of Education Research 3, no. 2 (May 18, 2021): 32–39. http://dx.doi.org/10.51986/ijer-2021.vol3.02.04.
Full textAbstract:
Learning occurs faster in the early years of life. Early Childhood Education (ECE) programs generally entail an acquisition of concepts, skills, and attitudes that lay the foundation for school readiness. This study aimed to examine the effectiveness of ECE on students learning outcomes and highlight problems related to the implementation of ECE program in District Faisalabad of Punjab province, Pakistan. All the teachers managing these ECE centres in Government schools of District Faisalabad were the population for the study. There were 313 ECE schools, and a sample of 173 ECE teachers was selected randomly (one teacher from each school). A well-structured questionnaire was used for data collection. The collected data was analysed through SPSS, and the results were interpreted. It was concluded that a lot of challenges existed. These include untrained ECE teacher, lack of financial resources, lack of learning and physical facilities, continuous mentoring and evaluation, and lack of awareness of the significance of ECE among people. These also have a significant influence on the effectiveness of the ECE program. In Consequence, the effectiveness of ECE programme has a significantly positive impact on students learning outcomes. It was recommended that emphasis should be placed to improve the provision of ECE and to address the problems related to its implementation. And That government should introduce a proper system for effective monitoring and evaluation to maintain a conducive environment for learning and for complete mainstreaming of the ECE program.
21
Ho, Dora, and Haze Lam. "A study of male participation in early childhood education." International Journal of Educational Management 28, no. 5 (June 3, 2014): 498–509. http://dx.doi.org/10.1108/ijem-02-2013-0024.
Full textAbstract:
Purpose – The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach – A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents. Findings – The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value – Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.
22
Grindheim, Liv Torunn, Yvonne Bakken, Kjellrun Hiis Hauge, and Marianne Presthus Heggen. "Early Childhood Education for Sustainability Through Contradicting and Overlapping Dimensions." ECNU Review of Education 2, no. 4 (December 2019): 374–95. http://dx.doi.org/10.1177/2096531119893479.
Full textAbstract:
Purpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and Cultural Organization: ecological, economic and social/cultural sustainability, and good governance. Design/Approach/Methods: Previous research on ECE on sustainability is discussed in relation to the four dimensions and to Biesta’s concepts of socialization, qualification, and subjectification. Findings: The investigation finds that all four dimensions are necessary in ECE for sustainability, and it suggests how the dimensions can be understood, how they may overlap, and how they can be contradictive. Originality/Value: The article depicts how children’s opportunities to engage and to disturb established ways of thinking can be facilitated through all dimensions.
23
R. M., Jacinta, and Rotich K. S. "Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya." Global Journal of Educational Studies 1, no. 1 (May 25, 2015): 52. http://dx.doi.org/10.5296/gjes.v1i1.7686.
Full textAbstract:
<p>The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.</p>
24
Fonsén, Elina, and Ulla Soukainen. "Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals." Early Childhood Education Journal 48, no. 2 (October 18, 2019): 213–22. http://dx.doi.org/10.1007/s10643-019-00984-y.
Full textAbstract:
Abstract According to previous research, the leadership in early childhood education (ECE) needs to be strengthened and improved by building sustainable structures. The aim of the current research was to investigate how ECE professionals evaluate its leadership. The context of the study was a development project called Sustainable leadership in ECE conducted in two municipalities in Finland. The purpose of the project was to investigate and create a sustainable structure for ECE leadership with the aim of strengthening pedagogical leadership. The participants were 110 ECE professionals, comprising experts, directors, teachers, and nurses. The research was based on responses to an electronic questionnaire about the quality of ECE leadership built around six themes: leadership of the organisation, Human resource management, Structure of the organisation, Pedagogical leadership, Knowledge management and work well-being, and Leadership of self. The results indicate that only in the pedagogical leadership theme were there statistically significant differences between the groups of professionals. Having high professional status and being highly qualified seem to enhance the ability of professionals to reflect critically on pedagogical leadership and to have more demanding attitudes about the quality of pedagogical leadership.
25
Ying, Q. Cai, and Hai Ying. "Free Early Childhood Education in Rural China: A Case Study of Ningshan." International Journal of Chinese Education 3, no. 2 (November 17, 2014): 191–204. http://dx.doi.org/10.1163/22125868-12340036.
Full textAbstract:
The education authority of Ningshan County in China’s Shaanxi Province launched the 3-year free early childhood education (ece) policy in 2011, which includes waiving the tuition fees, enhancing children’s nutrition, and improving the facilities and administration of kindergartens. Such efforts have successfully increased the enrollment rate of ece which grew from 53.75% in 2009 to 92.4% in 2013. In this study, a field investigation of the implementation of the free ece policy in Ningshan County was carried out, and its impacts and implications for authorities to revise the policy were discussed. The authors urge local governments to take into account the local economic and social contexts in the formulation of free ece policies so that the policies in rural China could be feasible and sustainable.
26
Mpolomoka, Daniel L. "Tales of Early Childhood Education Teachers in Government Schools in Chipata, Zambia." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 9, no. 1 (January 28, 2022): 103–11. http://dx.doi.org/10.21522/tijar.2014.09.01.art010.
Full textAbstract:
This article houses findings of a study that uncovered the provision of early childhood education (ECE) in government schools with a bias towards learners with special education needs. It focused on challenges faced by teachers in providing educational services to children with special education needs at the early childhood education level in the targeted government schools. The rationale of the study was to solicit trends-in-practice among ECE teachers through their stories, thus partly help other teachers who shall read findings of this study tap into their engagements with ECE learners; and partly nurture children’s development in a right way in early years. Qualitative methodology was used because it allowed for in-depth realities faced in 5 schools in Chipata. The study employed a descriptive research method for two years from 2016 to 2017, comprising five primary schools in Chipata District, Zambia, were conveniently sampled for the study. Interviews, focus group discussions, and questionnaires were used to collect data, which was analysed qualitatively. The study revealed challenges that are quite universal for teaching early childhood education learners. Teachers in this study expressed the need for reduced class sizes, adequate learning and teaching materials, teacher extrinsic motivation, additional support services from the government, and an accommodative curriculum. The study further revealed that early childhood education centres in government schools in Zambia at large have poor learning environments specially to support the learners with special education needs. The study showed that collaboration between early childhood education teachers and parents is necessary for the wellbeing of their children. The study recommends that the government should invest in infrastructure development for ECE centres; and that schools should purchase appropriate learning and teaching materials and stock ECE centres.
27
Andrisyah, Andrisyah, and Asih Nur Ismiatun. "The Impact of Distance Learning Implementation in Early Childhood Education Teacher Profesional Competence." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 20, 2021): 1815–24. http://dx.doi.org/10.31004/obsesi.v5i2.1009.
Full textAbstract:
Covid-19 pandemic has an impact on early childhood education. This presents a major challenge for Early Childhood Education educators to improve their professional competence so that they can adapt to conditions in the current Covid-19 pandemic and respond to challenges in the era of society 5.0. The purpose of this study was to analyze the impact of distance learning on ECE teachers’ professional competencies. Sampling used cluster sampling techniques. This study involved 30 ECE teachers from three provinces on the island of Java. The method used is descriptive qualitative. Data collection techniques used open questionnaires containing indicators of ECE teacher’s professional competencies. The results showed that 30 ECE teachers in three provinces increased their professional competence especially in the use of technology that supports distance learning. support from government and institutions, is needed in improving teacher professional competence in the form of training that can reach all ECE teachers in Indonesia as a step towards facing the era of society 5.0.
28
Wood, Eileen, Teena Willoughby, and Jacqueline Specht. "What's Happening with Computer Technology in Early Childhood Education Settings?" Journal of Educational Computing Research 18, no. 3 (April 1998): 237–43. http://dx.doi.org/10.2190/rr6w-ejll-rblf-mrj9.
Full textAbstract:
The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.
29
Shafiq, M. Najeeb, Amanda Devercelli, and Alexandria Valerio. "Are there long-term benefits from early childhood education in low- and middle-income countries?" education policy analysis archives 26 (September 24, 2018): 122. http://dx.doi.org/10.14507/epaa.26.3239.
Full textAbstract:
We examine the relationship between participation in early childhood education (ECE) and various long-term outcomes: post-ECE educational attainment, the development of both cognitive and socioemotional skills, and labor market outcomes. The data are from the recent Skills Toward Employability and Productivity surveys of urban adults in 12 low- and middle-income countries. Using OLS regression and propensity score matching techniques, we find suggestive evidence of long-term benefits across countries, as well as mixed evidence within countries. Notably, we find positive and statistically significant associations between ECE participation and post-ECE educational attainment (a mean of 0.9 additional years across countries). We find relatively fewer cases of positive associations between ECE and long-term socioemotional outcomes. The evidence on ECE and labor market outcomes is varied, with positive associations for skill-use but weak associations with earnings. Such mixed results suggest that improvements in the quality of ECE programs are necessary for realizing the full range of long-term benefits.
30
Akmal, Yenina, Hikmah Hikmah, Ika Subekti, and Ichtineza Halida Hardono. "Professionalism Enhancement of Ece Tutors Through K13 Learning Devices Production Training In Cibitung Tengah Village, Bogor Regency." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 5, no. 1 (March 30, 2019): 29. http://dx.doi.org/10.36722/sh.v5i1.328.
Full textAbstract:
<p><em>Abstract</em><strong> - The presence of Early Childhood Education (ECE) tutor in Cibitung Tengah Village Tenjolaya District Bogor Regency is really needed for early childhood in order to become a guide in the ECE institutions. The problem occurred is that the average education level of ECE tutor is diverse, from Middle School, High School, Associate Degree, and Bachelor Degree. In this condition, we can say that those ECE tutors had not had the knowledge and insight about the ECE, namely the 2013 Curriculum, the ECE concept, and the learning devices. Training, along with the research about the role of those training itself, are need to be done in order to answer this question for increasing the knowledge and insight of ECE tutor using action research method. The results showed the enhancement of conducted training, including the enhancement of interest and motivation to develop their knowledge and insight about the ECE. Extended with the existence of WhatsApp group as a platform for communication between ECE tutors and UNJ researchers in the efforts to enhance the professionalism of ECE tutors, in the context of mentoring, ECE Tutors in the Cibitung Tengah, Tenjolaya Village were also involved in the learning devices production training in order to apply the religious moral concept to the ECE in the teaching and learning process at the UNJ and also to observe Ceria Daycare of the Department of ECE, Faculty of Education, UNJ.</strong></p><p><strong>Keyword - </strong>Early Childhood Education (ECE), 2013 Curriculum, Learning Devices</p>
31
Olanrewaju Kamilu, Muraina, Ayoku Oba Baba, and Habibat Bolanle Abdulkareem. "Influence of Quality Early Childhood Education Centres on Social Interaction of Pre-Primary School Pupils in Kwara State." Journal of General Education and Humanities 1, no. 3 (November 1, 2022): 139–48. http://dx.doi.org/10.58421/gehu.v1i3.34.
Full textAbstract:
Poor-quality Early Childhood Education Centre (ECEC) can be detrimental to the development of children, as they may lead to poor social, emotional, educational, health, physical, and behavioral outcomes and the general well-being of children. However, this research examined the influence of quality ECEC centres on the social interaction of pre-primary school pupils in Kwara State. This study examines evidence on the influence of the quality of the ECE Centre on the Social interaction of pre-primary school pupils in Kwara State. The quantitative approach was adopted for the study while data was collected through a Questionnaire on the Quality of the ECE Centre and Observation rating scales on social interaction. Data collected were analyzed through descriptive statistics of frequency count and percentage scores. The results revealed that quality ECE Centre positively influenced social interaction between pre-primary school pupils and the overall development of children. At the same time, the study recommends that schools provide excess hands-on materials and allocate more play time and well enough space for play activities to foster children’s social interaction through quality ECE Centre, especially in Kwara State.
32
Amolloh, Odundo Paul, Ganira Khavugwi Lilian, and Milimu Gladys Shaji. "Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya." Asian Education Studies 2, no. 3 (September 19, 2017): 18. http://dx.doi.org/10.20849/aes.v2i3.192.
Full textAbstract:
Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.
33
Kontkanen, Sini, Susanna Pöntinen, Sarika Kewalramani, Nikolai Veresov, and Sari Havu-Nuutinen. "Children’s digital competence in early childhood education: A comparative analysis of curricula." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 1 (January 6, 2023): em2215. http://dx.doi.org/10.29333/ejmste/12798.
Full textAbstract:
Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.
34
Halpern, Robert. "Tying Early Childhood Education More Closely to Schooling: Promise, Perils and Practical Problems." Teachers College Record: The Voice of Scholarship in Education 115, no. 1 (January 2013): 1–28. http://dx.doi.org/10.1177/016146811311500107.
Full textAbstract:
Background Over the past decade or so, the idea of joining early childhood education (ECE) and schooling has gained currency in the educational reform arena. Numerous education reform proposals and plans include ECE as a component. Scores of school districts around the country have added preschool classrooms to at least some of their elementary schools. National organizations representing governors, chief state school officers, school boards, and principals have all called for public school systems to include and integrate ECE into plans for school improvement. Purpose/Objective One specific framework for bringing ECE and schooling closer together is “prek-3rd.” The broad goal of prek-3rd is to encapsulate formal learning experiences in the 3–8 years age period and create a distinct, coherent whole out of them. In this article, I use prek-3rd as a vehicle for exploring the implications of more closely linking ECE and schooling, focusing especially on philosophical and practical issues raised by this objective. I will examine the reasoning of proponents and raise questions about their assumptions. Research Design Analytic essay. Conclusions/Recommendations The example of prek-3rd suggests that there are many positive aspects to the idea of bringing ECE and early schooling closer together. These include an extended time frame for holding on to a developmental orientation; a complex view of the child, and sensitivity to individual differences; the longitudinal perspective on learning and mastery; the balance in attention to teaching and learning; and the broadened time frame for considering the transition to school. Yet, at least in the American context, it is not such a good idea to bring ECE and schooling closer together. Initiatives like prek-3rd will provide one more opening for downward pressures on early childhood providers. The schools (as a whole) have a history of failing to respect the integrity of other institutions that join them in efforts to better meet children's needs. Thus far, all that has been accomplished by tying ECE more closely to schools making ECE less early-childhood-like. The needs of schools are just too powerful and end up overwhelming the identity of institutional partners. Ultimately, the risk in binding ECE and schooling more closely together derives from a set of related cultural problems. The first can best be described as losing the present to the future—the very problem with school readiness as the central goal of ECE. The second problem is a misunderstanding of the processes at the heart of child development. Children are not raw human capital to be carefully developed through schooling to meet the demands of a globalized labor force. Americans urgently have to rethink how they wish to account for children, the virtues that are important to nurture, and the role of adult institutions in the process. There is a clear risk in extending the line that already connects schooling to global competitiveness down into early childhood, asking ECE to address not only the achievement gap but the global achievement gap as well. If the school for young children has to be preparatory and provide continuity with the elementary school, then we as educators are already prisoners of a model that ends up as a funnel … It's [the funnel's] purpose to narrow down what is big into what is small. — Loris Malaguzzi, interview with Carolyn Pope Edwards (cited in Drummond, 2007, p. 211).
35
Radsky, Vitaly, Aynur Nabiyeva, and Ulviyya Mikayilova. "Exploring Public-Private Partnership in Preschool Education Provision: Potential for Socio-Economic Development." Khazar Journal of Humanities and Social Sciences 16, no. 4 (December 2012): 5–25. http://dx.doi.org/10.5782/2223-2621.2013.16.4.5.
Full textAbstract:
This paper explores the role of public-private partnerships in expanding access to preschool education. The first part of the paper summarizes global findings on the importance of quality early childhood education (ECE) for child development, participation of parents in the labor market and overall human capital development of a society. The second section provides a brief overview of the current ECE situation in Azerbaijan. The final section presents a community-based preschool model that was piloted in the Shamkir region by the Center for Innovations in Education (CIE), a Baku-based nonprofit organization as a model for expansion of ECE education in Azerbaijan. Developed as a partnership between a nonprofit, local municipality and a private business, the model offers an opportunity to increase access to ECE nationwide, particularly in rural areas where availability of ECE services is a major issue. Given the multi-faceted benefits of early childhood education (ECE) and quality childcare, this paper suggests that introducing alternative models of preschool education on national level can contribute to socio-economic development in Azerbaijan.
36
Ahmad, Masroor, Haroona Jatoi, and Saqib Riaz. "Proposed Strategies for the Effective Implementation of Early Childhood Education Programme in Punjab." Global Regional Review IV, no. I (March 31, 2019): 77–86. http://dx.doi.org/10.31703/grr.2019(iv-i).09.
Full textAbstract:
The present study aimed to propose strategies for the effective implementation of Early Childhood Education Programme in government schools in Punjab. A sample of 300 heads of educational institutions was taken from the 36 districts of Punjab to evaluate this programme. A questionnaire was used to collect the opinion of the heads of educational institutions. The findings of the study show that physical facilities were provided by the government for the implementation of ECE programme in only 1000 schools in Punjab. The curriculum developed by the Federal Government is used for the development of the students. The heads of educational institutions and ECE teachers were provided training for effective implementation. The school council members/parents required to involve for the effective implementation of the ECE programme. The appointment of teachers on merits basis, having professional degree in Early Childhood Education is also required to make the ECE programme more effective and successful.
37
Octarra, Harla Sara, and Agustina Hendriati. "‘Old, borrowed, and renewed’: A review of early childhood education policy in post-Reform Indonesia." Policy Futures in Education 16, no. 1 (October 25, 2017): 80–91. http://dx.doi.org/10.1177/1478210317736207.
Full textAbstract:
Early childhood education (ECE) is not new in Indonesia. However, in the past decade, it has received more attention, as shown by the growing number of ECE centres in both urban and rural areas. This growth is accompanied by policy development that corresponds to the global agenda of ECE. Policy development is inevitably linked with the support of international organisations (such as UNICEF and the World Bank) at both national and local levels, through loans and grass-roots pilot projects. Such neo-liberal policies have been seen as contributing to inequality in educational access in developing countries. What is lacking is an understanding of how policies, caught up in the interwoven nature of global discourse and social problems, are being implemented at the local level. Such understanding is especially important in the changing social and political context of post-Reform Indonesia. Using a critical approach, this article examines the discourse around ECE policies and practice through critical engagement with policy documents and relevant reports. Because policy processes are messy and in many ways relative, this perspective enables the dominant discourse, within which ECE operates, to be challenged. This article concludes by suggesting the integration of ECE and health services at the practice level in order to bridge the current gap between ECE policy and practice.
38
Mitchell, Linda. "Turning The Tide on Private Profit-Focused Provision In Early Childhood Education." New Zealand Annual Review of Education 24 (March 1, 2020): 75. http://dx.doi.org/10.26686/nzaroe.v24i0.6330.
Full textAbstract:
The article analyses a market-based approach to early childhood education (ECE) provision and the growth of for-profit ECE provision, evidence about ‘quality’ and accessibility, and problems occurring when a need for private profit conflicts with the best interests of families and children. The issue of for-profit provision is set within the context of international developments and solutions in Europe, UK, US and Canada. Immediate steps that might be taken for a democratic system of community-based and public early childhood education in Aotearoa New Zealand are pinpointed. Overall, the article offers possibilities for asserting democratic values as a way towards alternatives in Aotearoa New Zealand’s early childhood education provision.
39
Musyafa Ali, Mukhamad Hamid Samiaji, and Cesilia Prawening. "Distance Learning Model Innovation for Early Childhood during COVID-19 Pandemic." Al-Athfal: Jurnal Pendidikan Anak 7, no. 1 (September 18, 2021): 87–98. http://dx.doi.org/10.14421/al-athfal.2021.71-07.
Full textAbstract:
Purpose – The COVID-19 pandemic has changed many lives, especially in the field of education. These changes start from the level of early childhood education, elementary education, to higher education. The learning process initially done conventionally in early childhood education has now been transformed into distance-learning or online. This sudden transformation of learning is essential to present an innovative distance learning model in the early childhood education environment. This study describes the distance learning model innovation for early childhood, implemented by PAUD Wadas Kelir, South Purwokerto, during the COVID-19 pandemic. Teachers designed this learning model at PAUD Wadas Kelir by combining fun and unique online and offline learning.
Design/methods/approach – This type of research is field research with a descriptive qualitative method. In collecting data, researchers used three methods, i.e., observation, interviews, and documentation. The data analysis technique used, i.e., reducing data, presenting data, and drawing conclusions. Moreover, the validity of the data is tested using triangulation techniques.
Findings – The results of this study show that there are ten learning model innovations implemented by ECE Wadas Kelir, i.e., learning with parental involvement, work projects, study visits, quizzes, online learning, creativity competitions, films and videos, creative and interactive stories, recording materials, and learning appreciation.
Research implications/limitations – This case study focuses on Early Childhood Education (ECE) learning models applied to early childhood education institutions during the pandemic in PAUD Wadas Kelir, South Purwokerto, but it is unlikely that the situation is different elsewhere because the pandemic is Indonesia and global.
Practical implications – This case study demonstrated how the application learning models of ECE during the pandemic are effective for children's growth and development.
Originality/value – This paper contributes to knowledge and understanding of applying several learning models for ECE during the pandemic as reference material in implementing the learning process for early childhood.
Paper type Case study
40
Mitchell, Linda. "Early childhood education in Aotearoa in a post-Covid world." New Zealand Annual Review of Education 25 (July 20, 2021): 39–56. http://dx.doi.org/10.26686/nzaroe.v25.6913.
Full textAbstract:
This article draws on recent research on the impact of Covid-19 on the early childhood education (ECE) sector in Aotearoa. It discusses the innovative ways that ECE services found to communicate with families and children and maintain an education programme during lockdowns, the essential role they played in childcare for children of essential workers, and the approaches some took to “working in solidarity” with children, families, and community. The article discusses crucial issues that need attention at policy and organisational levels. These include new issues that arose during lockdowns, and enduring issues that have intensified. The consequences of three decades of neoliberalism, privatisation and marketisation are briefly discussed and a reimagined vision is put forward.
41
Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani, and Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 16, 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.
Full textAbstract:
The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach
42
Elliott, Sue, and Tracy Young. "Nature by Default in Early Childhood Education for Sustainability." Australian Journal of Environmental Education 32, no. 1 (December 8, 2015): 57–64. http://dx.doi.org/10.1017/aee.2015.44.
Full textAbstract:
AbstractThis essay critiques the relevance of historical antecedents about children's play in nature and how these historical and political mechanisms create cultural rovoked by Taylor's (2013) exploration of the pervasive influence of romanticised images of innocent children in nature and our own experiences of never-ending ‘nice’ stories about young children in nature, here we trouble how nature experiences may or may not preclude children's meaningful and agentic participation in sustainability. We question is engagement with nature, a tangible and easily accessible approach in early childhood education (ECE) promoting a ‘nature by default paradigm’ and potentially thwarting a fuller transformative engagement with sustainability. Thus, we argue the case for shifting our frames beyond idealised romanticised notions and human–nature dualisms to a ‘common worlds’ (Haraway, 2008; Latour, 2004; Taylor, 2013) frame guided by collectivist understandings within connective life worlds. Such a shift requires a significant recasting of ethical human–nature understandings and relationships in ECE.
43
Powers, Jamie N., Charlotte V. Farewell, Emily Maiurro, and Jini Puma. "The Impact of a Workplace Wellness Program on Provider Health in Early Childhood Education Settings." Workplace Health & Safety 68, no. 2 (November 21, 2019): 65–72. http://dx.doi.org/10.1177/2165079919882732.
Full textAbstract:
Background: Early childhood education (ECE) working environments often contribute to poor health outcomes. The purpose of this study was to describe healthy eating–related and physical activity–related awareness and adoption of behavior change of ECE providers after participating in a workplace wellness (WW) program and to explore facilitators and barriers to ECE provider participation in WW program. Methods: The WW program offered healthy eating and physical activity challenges to promote ECE provider health and well-being. Approximately 1,000 ECE providers in Colorado from 35 ECE settings were invited to participate. After the intervention, ECE providers completed two surveys: (a) a provider postsurvey and (b) a WW challenge survey. Multivariable logistic regression modeling was used to examine factors associated with percent agreement that participation in the WW program increased awareness and adoption of health behaviors. Findings: A total of 250 (25%) ECE providers participated in WW program from 2015 to 2017. After participation, approximately 84% of respondents agreed they were more aware of the importance of eating fruits and vegetables and of being physically active, while 81% reported eating more fruits and vegetables, and 80% reported being more physically active in the workplace. Logistic regression models found that the length of time teaching in ECE settings was positively and significantly associated (odds ratio [OR] = 1.10, 95% confidence interval [CI] = [1.00, 1.21]) with the odds of providers agreeing that participation in the WW program increased their awareness of health behaviors. Conclusion/Application to Practice: The design and implementation of WW programs that emphasize facilitators, such as intrinsic and extrinsic motivation, as well as reduce barriers, such as time constraints and unachievable goal setting, may increase the awareness and adoptions of healthy eating–related and physical activity–related behaviors among ECE work settings.
44
Afzal, Muhammad, and Muhammad Aamir Hashmi. "Perception of Early Childhood Education Teachers on Students' Enrollment in Schools in District Nankana-Pakistan." Global Sociological Review VI, no. III (September 30, 2021): 18–25. http://dx.doi.org/10.31703/gsr.2021(vi-iii).03.
Full textAbstract:
According to the Government of Pakistan (2003), one of the purposes of the National Plan of Action (NPA)2001-2015 is to control and codify the Katchi class, also, an extra space, a teacher, reading material, general media assistance, and a displaying unit are necessary for ECE. The primary goals of this research article were to examine early childhood education (ECE) teachers' perspectives on student enrolment in schools in the district of Nankana, Pakistan.A questionnaire was used to obtain primary data from 200 Nankana teachers, 20 administrator teachers, and 50 parents who were chosen at random. The researcher also chose two types of schools, one with ECE facilities and one without, and compared their findings. The researcher assessed the impact of ECE on student enrollment in sampleschools. We discovered that there is a scarcity of ECE-trained teachers in this sector, hence the government should hire more ECE teachers.
45
Simasiku, Tashar. "The Impact of Funding on Quality of Early Childhood Education Service Provision in Zambia from 2015-2018." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 8, no. 1 (February 26, 2021): 14–24. http://dx.doi.org/10.21522/tijar.2014.08.01.art002.
Full textAbstract:
High-quality Early Childhood and Education (ECE) is critical to positive child development and generates high economic returns. On the contrary, Access to quality ECE in Zambia remains low particularly for the vulnerable. The situations are compounded by inadequate funding to the ECE subsector. This study evaluated the effect of funding on the quality of ECE in Zambia for the period 2015 to 2018. It assessed the effect of funding on the provision of ECE services by analysing the funding patterns to the Ministry of General Education through to Directorate of Early Childhood Education (DECE), Provincial Education Office (PEO), District Education Board Office (DEBO) and finally the 10 identified schools /ECE centres. To assess effect on quality, the study analysed the effect of funding on the eight identified early learning quality elements as espoused by the Ministry of General Education. These are, Infrastructure, Water and sanitation, Playgrounds, Furniture, Equipment and materials, Staffing, Support Staff and Enrolment. The methodology employed in this study included desk review of the funding reports at the identified fund management levels as well as Key Informant Interviews (KII) at each identified level. The results from the desk review and KII indicated that, funding to ECE for the period 2015 to 2018 was inadequate. At school level, much of the funding went toward equipment and materials while Water and Sanitation Infrastructure, Playgrounds, Furniture Equipment and materials were inadequately funded. This negatively affected the quality of ECE services provided in Zambia between 2015 to 2018.
46
Gustiana, Asep Deni. "READINESS TO CHILDREN'S FRIENDLY OF EARLY CHILDHOOD EDUCATION (ECE) INSTITUTIONS." EDUTECH 18, no. 1 (April 4, 2019): 58. http://dx.doi.org/10.17509/e.v18i1.14640.
Full textAbstract:
The rise of acts of violence against children has become a problem that needs to be addressed by all elements, not only by parents, but teachers, schools, communities and other stakeholders are obliged to cooperate in protecting children. One of the government's efforts in dealing with these problems is by providing a child-friendly learning environment. Bandung City as a Child-Friendly City since 2016 should be a solution to providing a child-friendly environment. one of the indicators is having a child-friendly school. The child protection commission survey shows that more than 84% of cases of violence occur in schools, therefore the need and importance of child-friendly schools is a condition or indicator point of a child-worthy city precisely at cluster 4. To find out about the availability of child-friendly schools in Bandung Early Childhood Education Unit ECE in each District. The results of research in the field show that 52.9% of ECE units in Sukasari Sub-district are ready to become child-friendly ECE units, the remaining around 47.1% are not ready to become child-friendly ECE. This research is expected to be a material reflection for stakeholders in realizing child-friendly schools.Maraknya tindak kekerasan terhadap anak menjadi suatu permasalahan yang perlu diatasi oleh semua elemen, tidak hanya oleh orang tua, tetapi guru, sekolah, masyarakat dan juga pemangku kebijakan lainnya berkewajiban bekerjasama dalam melindungi anak. Salah satu upaya pemerintah dalam menangani permasalahan tersebut yaitu dengan menyediakan lingkungan belajar yang ramah bagi anak. Kota Bandung sebagai Kota Layak anak sejak tahun 2016 sudah seharusnya dapat menjadi solusi penyediaan lingkungan yang ramah untuk anak. salah satu indikatornya yakni memiliki sekolah ramah anak. Survey komisi perlindungan anak menunjukan bahwa lebih dari 84% kasus kekerasan terjadi di sekolah, oleh karena itu perlu dan pentingnya Sekolah ramah anak menjadi syarat atau point indikator kota layak anak tepatnya pada klaster 4. Untuk mengetahui kesipan sekolah ramah anak di Kota Bandung dapat dilihat dari Satuan Pendidikan anak usia dini (PAUD) pada tiap Kecamatan. Hasil penelitian dilapangan menunjukkan bahwa 52,9% satuan PAUD di Kecamatan Sukasari sudah siap menjadi satuan PAUD ramah anak, sisanya sekitar 47,1% belum siap mejadi PAUD ramah anak. Penelitian ini diharapkan dapat menjadi bahan refleksi bagi pemangku kebijakan dalam mewujudkan sekolah ramah anak
47
Syeda, Mahaveen F., and Rosemary D. Richards. "Insights into Indian immigrant children’s and parents’ experiences of New Zealand early childhood education." Early Childhood Folio 26, no. 1 (June 1, 2022): 29–34. http://dx.doi.org/10.18296/ecf.1106.
Full textAbstract:
Immigrant families face many cultural and adjustment issues, including children’s engagement in early childhood education (ECE). Through research-based interviews, nine Indian parents shared their perceptions of their children’s experiences in New Zealand ECE. They identified positive experiences and concerns related to curriculum, language development, teacher’s attitudes, children’s participation, and EC centre operational hours. They offered recommendations including parents inquiring about ECE philosophies and practices prior to admission, and early enrolment. They made recommendations for teachers around timely and meaningful interactions with immigrant children and families, developing active listening skills, communicating with parents around curriculum approaches and health and hygiene practices, understanding each child’s diverse cultural and social practices, and promoting multicultural environments and knowledge in ECE.
48
Habinyak, Erzsebet. "The impact of education reform in Romania between 1989-2020 on the regulation and decentralization of early childhood education." Journal of Childhood, Education & Society 3, no. 3 (November 19, 2022): 322–32. http://dx.doi.org/10.37291/2717638x.202233195.
Full textAbstract:
Romania inherited a tightly controlled and strictly regulated mass education system from socialism, which inevitably has gone through a systematic reform. However, transformation or change of any education system does not take place for its own sake, but it is intended to meet certain social and political challenges and requirements. Therefore, the present study investigates the significant changes that have taken place in early childhood education (ECE) in Romania since the collapse of the Ceausescu regime in 1989. Specifically, the impact of the reform measures on ECE provision is examined in relation to curriculum content and structure. Explanation of how to investigate education have been central to the present research. The analysis of documentary data corpus identified three main themes reflecting the changes that took place: (i) the introduction of education reforms, (ii) the emergence of educational pluralism, (iii) the various iterations of the early childhood curriculum. Findings suggest that decentralisation processes led to the spread of alternative pedagogies in ECE add the findings about curriculum content change our investigation offers a detailed picture of the educational processes of decentralization and the changes it has brought in the early childhood curriculum.
49
Gunawan, Samuel, Jenny M. Djundjung, and Meilinda Meilinda. "PELESTARIAN KEARIFAN LOKAL MELALUI PELATIHAN MENDONGENG BAGI BUNDA P.A.U.D. KELURAHAN DR. SOETOMO, SURABAYA." SHARE "SHaring - Action - REflection" 3, no. 1 (December 1, 2015): 35–42. http://dx.doi.org/10.9744/share.3.1.35-42.
Full textAbstract:
The Community Service Project funded by the Higher Education IbM grant as reported here was conducted in order to meet the real need of the focus group in terms of training attendants of Early Childhood Education (ECE) in Kelurahan Dr Soetomo, Surabaya to have the competence to tell Nusantara folk tales These skills of storytelling that have been rare and marginalized by the advancement modern means of communication were badly needed by attendants or would-be attendants who are organized under Early Childhood Education (ECE). Through the training, ECE attendants will be enabled to tell Nusantara folktales which are rich in local wisdom as a media of character education for todlers in the local ECE. Such a community service project could also be beneficial if it is disseminated in other focus groups that badly need it in the inner city of Surabaya.
50
Maich, Kimberly, and Carmen Hall. "Are We Ready? Early Childhood Educator Students and Perceived Preparedness for School-Based Special Education." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 42. http://dx.doi.org/10.18357/jcs.v39i3.15236.
Full textAbstract:
his paper describes a small-scale, single-region research project to investigate early childhood educator (ECE) students’ understanding of special education in the kindergarten context that has been in place in Ontario schools since 2010. The perceived preparedness of five ECE students on placement in kindergarten classrooms was evaluated through pre- and poststudy questionnaires and through interviews with five Ontario-certified teachers teaching early learners and experienced with mentoring ECE students. Results demonstrated that ECE students’ self-ratings of combined knowledge, exposure, and experience with school-based special education did not significantly change, and these student rankings fell in the very low to moderate ratings overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from the Ontario-certified teachers emerged in three main themes, including (1) strong foundations (i.e., skills and knowledge); (2) education for all (e.g., students who may not yet be formally identified); and, (3) universal frameworks (i.e., for all students with diverse needs). Suggestions for ECE preparedness and ECE curriculum changes are included.