Bibliografías temáticas / Early childhood education, early childhood teacher training, early childhood teacher education

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Literatura académica sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

Dewi, Dita. "Teacher Management in Early Childhood Education". Early Childhood Research Journal (ECRJ) 3, n.º 1 (29 de julio de 2020): 12–17. http://dx.doi.org/10.23917/ecrj.v3i1.11709.

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This study aims to describe the planning, recruitment, coaching, and development at Surya Ceria Aisyiyah kindergarten, Cangakan, Karanganyar. This research is a qualitative descriptive study. Data collection uses observation techniques, interviews, and documentation. Test the validity of the data using technical triangulation and source triangulation. Data analysis using the model of Miles and Huberman namely the reduction stage, the stage of data presentation, and drawing conclusions. The results of his research are (1) Planning in Surya Ceria Aisyiyah PAUD using job analysis and job analysis. (2) Recruitment of teachers in kindergarten Surya Ceria Aisyiyah, namely forming a committee for the recruitment of prospective new educators, announcements, administrative selection. The selection process for applicants in kindergarten Surya Ceria Aisyiyah includes administrative selection, written test, interview test, microteaching test. after the test ends, the overall test results will be discussed and determined which ones are accepted and rejected. Applicants who pass the selection face the school principal to be given directions related to the work contract and salary; (3) Guidance and development of educators through the identification of educator needs with evaluation methods. Forms of coaching and development in kindergarten Surya Ceria Aisyiyah Cangakan Karanganyar, namely supervision of school principals, seminars, workshops, training, In House Training, organization, training, visits, and comparative studies, further education.

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Nurani, Yuliani, Sofia Hartati, Ade Dwi Utami, Hapidin Hapidin y Niken Pratiwi. "Effective Communication-Based Teaching Skill for Early Childhood Education Students". International Journal of Higher Education 9, n.º 1 (23 de diciembre de 2019): 153. http://dx.doi.org/10.5430/ijhe.v9n1p153.

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The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.

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Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani y Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, n.º 2 (16 de enero de 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.

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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

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Romero Rueda, Miriam. "La Inteligencia Emocional y la importancia de la formación del profesorado para su práctica en Educación Infantil." Revista Investigación en la Escuela, n.º 104 (2021): 1–12. http://dx.doi.org/10.12795/ie.2021.i104.01.

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Las emociones forman parte de nuestras vidas desde el momento en que nacemos, jugando un papel fundamental en la construcción de la personalidad y la manera de establecer relaciones con los demás. El presente estudio pretende analizar la formación y concienciación del profesorado de Educación Infantil para trabajar la educación emocional con su alumnado. Para ello, se ha llevado a cabo una investigación cualitativa a través del estudio de casos donde se utilizan diferentes fuentes de información como entrevistas, observaciones en aulas y revisión del documento de formación que se oferta desde el CEP (Centro del Profesorado). Los resultados son relevantes en la medida que muestran determinadas limitaciones en la formación que se ofrece en la actualidad para los docentes; demanda de una formación más práctica y focalizada en esta etapa; en concreto, consideran que la Inteligencia Emocional es uno de los aspectos fundamentales para mejorar la convivencia del centro y el estado académico del alumnado. Algunas de las conclusiones revelan que, a pesar de la sensibilización y la concienciación del profesorado sobre la importancia de la educación emocional, y siendo las más concienciadas las maestras que han sufrido algún episodio que han generado dolor en sus vidas, sigue existiendo carencias en la formación de éstas.

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Brown, Carmen Sherry, Tracy N. Cheddie, Lynell F. Horry y Julia E. Monk. "Training to Be an Early Childhood Professional: Teacher Candidates’ Perceptions about Their Education and Training". Journal of Education and Training Studies 5, n.º 6 (12 de mayo de 2017): 177. http://dx.doi.org/10.11114/jets.v5i6.2308.

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Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher candidates prepared in early childhood degree programs should identify and conduct themselves as members of the profession, know and use ethical guidelines and utilize other professional standards related to early childhood practice (NAEYC, 2012). In their final journal entry for a student teaching practicum course, teacher candidates in an accredited early childhood program reflected on what it means to be an early childhood professional. In alignment with the 2010 NAEYC Standards, teacher candidates appeared to recognize that being an early childhood professional means having an understanding of the specialized knowledge required to be effective in early childhood education. They also appeared to be aware that providing responsive, supportive curricula, which acknowledges and respects the whole child and family and their cultural backgrounds, is an integral aspect of the early childhood profession. Implications from this inquiry suggest that the early childhood program should ensure the fidelity to the NAEYC Standards by aligning assignments that incorporate the language and expectations of the Standards.

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You, Sukkyung, Eui Kim y Kyulee Shin. "Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea". Sustainability 11, n.º 5 (12 de marzo de 2019): 1489. http://dx.doi.org/10.3390/su11051489.

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In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.

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Prince Ololube, Nwachukwu, Teinye Briggs, Peter James Kpolovie y Salome Uwaoma Ezindu. "Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education". Discourse and Communication for Sustainable Education 1, n.º 2 (1 de junio de 2010): 34–54. http://dx.doi.org/10.2478/dcse-2013-0013.

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Abstract This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.

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Arias-Castilla, Carmen Aura y Jaime Alberto Ayala-Cardona. "ICTs as promoters of diversity and the training of child educators". Visión electrónica 1, n.º 2 (13 de agosto de 2018): 168–75. http://dx.doi.org/10.14483/22484728.18373.

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This article emerges from the research framework "State of art at a national level of early childhood education in and for diversity", as part of the project "Pedagogical architecture, didactic and technology for teacher-training for diversity" co-financed by COLCIENCIAS and which is also part of the "Alliance of institutions for the development of education and technology in Colombia” AIDETC, seeking to identify national trends of teacher-training in early childhood education to orient training programs for teachers in and for diversity in Colombia. The inquiry has considered of great importance the incorporation of technological resources to support programs regarding diversity, thus this article presents the current trends of use, possibilities, ICT use and appropriation to accept diversity in Colombia, result of inquiry at Colombian universities with early childhood education programs, through the selection of programs, the documentary analysis of their curricula and application of interviews, to interpret the inclination of the programs in the use of technology tools for teacher-training and in this way provide a general look that enriches the processes of appropriation of ICTs within early childhood education programs.

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서혜정 y Youngsook Suh. "Constructivism-based instruction in early childhood education teacher-training classes". Korean Journal of Early Childhood Education 29, n.º 3 (junio de 2009): 165–90. http://dx.doi.org/10.18023/kjece.2009.29.3.008.

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Mbugua, Tata. "Teacher Training for Early Childhood Development and Education in Kenya". Journal of Early Childhood Teacher Education 30, n.º 3 (13 de agosto de 2009): 220–29. http://dx.doi.org/10.1080/10901020903084256.

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Tesis sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

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McKenzie, Patricia Jay. "Early childhood : special education". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /". Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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Harris, Martha Jane 1949. "Leadership preparation in early childhood special education". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.

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First, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doctoral students, and identified trends. Qualitative data revealed that IHEs characterized their doctoral programs as committed to promoting quality services to infants and young children with disabilities and their families and to producing interdisciplinary leaders. Data was presented to describe program characteristics, required components, curriculum opportunities, and implementation of interdisciplinary focus. Evidence was presented that confirmed strong structural supports for an interdisciplinary focus. Varied interdisciplinary curriculum opportunities included ECSE course work, internships, and research options. IHEs were found to have relatively stable faculties and student enrollments. ECSE leadership preparation appeared to be both established and dynamic in its responsiveness to the rapid changes in the field. A major finding of this study was that there were few descriptions of the standards or competencies used for ECSE leadership preparation. The major recommendations included: establishing a national comprehensive database system, a joint effort to conceptualize ECSE leadership and develop strategies to promote ECSE leadership preparation, and, specific research topics to address the information needs of ECSE leadership preparation. Finally, initial guidelines for developing ECSE leadership preparation programs were presented.

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Zippie, Kimberly Justham Zippie. "The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes". Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.

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Maxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.

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This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers knew how geometry would benefit students and could elucidate their own goals when teaching geometry. They were more familiar with their district's curriculum and performance objectives for geometry than they were with state or national goals. They had ideas about what constitutes developmentally appropriate practice, both generally and in geometry education. Child development as it relates to geometry was an elusive concept. Their expertise in this area was primarily based on their experiences as teachers and their faith in the district's curriculum. They were somewhat familiar with pedagogical aspects of their grade level curricula, including expectations, materials, and resources, with shape names being their primary focus. They were less familiar with subject matter issues such as the scope and content of the geometry curricula in the grades preceding and following theirs, important geometric concepts for primary students, and the role of spatial visualization in children's development of geometry. When solving geometric problems, they tended to be anxious and uncertain but overall were persistent problem solvers who willingly communicated their thinking. Their problem solving was marked by doubt, self-talk, hand movements, and ambiguity. In general there was evidence of difficulty with class inclusion, deductive reasoning, and conceptual verbalization.

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Jacobs, Patricia. "Graduates' Perceptions of an Early Childhood Education Teacher Training Program in Jamaica". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2733.

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Teacher training institutions in Jamaica have been introducing, developing, and revamping undergraduate degree programs. There is, however, little evaluation of these efforts. The purpose of this phenomenological study was to examine The Mico University College's early childhood education undergraduate degree program by exploring the lived experiences of its graduates. The research questions elicited from the participants their views about how changes were being implemented in the program, and how they impacted the institution's development and improvement, how major policy shifts related to changes in national educational policies, and how together these shifts may impact future processes at The Mico and at similar institutions in Jamaica. The study used theoretical frameworks of organization development and performance improvement. In-depth semi-structured interviews were the main source of data collection and were supported by thick description, memoing, reflexive journaling, and document review. Data analysis methods consisted of coding interview transcripts and identifying common themes. The results of the study indicated that the participants commended many of the program's underlying policies and operational practices, but they identified some challenges and areas of weakness. This study may be used as a backdrop to program development and policy initiation at The Mico and at other institutions in Jamaica and the Caribbean as it encapsulates a wide breadth of the lived experiences of the participants and examines key components such as curricula, pedagogy, and assessment. By strengthening their program offerings, The Mico and other teacher training institutions have the potential to improve performance and to contribute to sustainable national development.

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Sakuma, Reiko. "Teacher expectations for entering kindergarteners| A qualitative study with prekindergarten and kindergarten teachers". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524156.

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This phenomenological study explored five pre-kindergarten and five kindergarten teachers' expectations for entering kindergarteners, the sources of teachers' expectations, and nature of collaborations between pre-kindergarten and kindergarten programs. Data was collected through face-to-face interviews. The findings suggested that: (a) there were similarities and differences in expectations of both groups of teachers; (b) participants did not have differential expectations for children from different backgrounds, such as children's race and ethnicity, gender, and socioeconomic status; (c) teachers' ideal expectations did not always match with the competencies of children in their own classrooms; (d) teachers' classroom experience was the most influential source of teachers' expectations; and (e) there was no systematic collaborative relationships between participating pre-kindergarten and kindergarten programs. The study's findings suggest the need for sustained collaborative relationships among preschool programs, kindergarten, and families of preschoolers to communicate realistic expectations for kindergarten.

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Arnold-Grine, Lori E. "Laboratory schools a critical link in facilitating and enhancing preschool teacher education /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179509794.

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Broderick, Jane Tingle, Seong Bock Hong y Narges Sareh. "A Cycle of Inquiry System Training, Teachers’ Productive Conversations, and CLASS". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6004.

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Libros sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

O'Sullivan, Barbara. Staff orientation in early childhood programs. St. Paul, MN: Toys 'N Things Press, 1987.

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Focus on early childhood: A handbook for teachers. Springfield, Mo: Gospel Publishing House, 1993.

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Marcy, Whitebook y Hnatiuk Patty 1947-, eds. The early childhood mentoring curriculum. Washington, D.C: Center for the Child Care Workforce, 1997.

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Introduction to Early Childhood Education Annotated Student's Edition. 6^a ed. Belmont, CA: Cengage Learning, 2009.

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50 early childhood guidance strategies. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2006.

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Koza, Wendy. Managing an effective early childhood classroom. Huntington Beach, Calif: Shell Education, 2007.

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Berk, Hulda G. Early childhood education: An introduction bridging the gap. Buffalo, N.Y: Prometheus Books, 1988.

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Boyer, Ernest L. Cornerstones for a new century: Teacher preparation, early childhood education, a national education index. Washington, D.C: NEA Professional Library, National Education Association, 1992.

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The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning, 2007.

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Inc, ebrary, ed. Early years foundations: Meeting the challenge. Maidenhead: Open University Press, 2007.

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Capítulos de libros sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

Stover, Sue. "Early Childhood Education". En Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_88-1.

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Spiteri, Jane. "Early Childhood Gifted Education". En Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_444-1.

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Jenkin, Chris. "Bicultural Early Childhood Curriculum". En Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_91-1.

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Elliott, Sue y Eva Ärlemalm-Hagsér. "Early Childhood Sociocultural Contexts, Sustainability". En Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_101-1.

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Barfod, Karen, Matt P. Stevenson y Peter Bentsen. "Outdoor Learning in Early Childhood". En Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_360-1.

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Aspden, Karyn y Susanne Garvis. "Early Childhood Education Professional Experience". En Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_98-1.

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Dockett, Sue y Bob Perry. "Transition, Early Childhood Sociocultural Contexts". En Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_99-1.

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Fleer, Marilyn. "Early Childhood Science Teacher Education". En Encyclopedia of Science Education, 347–54. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_217.

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Fleer, Marilyn. "Early Childhood Science Teacher Education". En Encyclopedia of Science Education, 1–9. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_217-4.

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Nuttall, Joce. "Early Childhood Curriculum and Learning Frameworks". En Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_100-1.

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Actas de conferencias sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services". En ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

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Habibi, Muazar. "Development of Achievement Motivation Training for Teachers in Madrasah Aliyah Negeri, Mataram City". En International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.034.

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Kurniawati, Leli y Yudi Sukmayadi. "Training of Teaching Music and Movement Competency for the Early Childhood Teacher". En Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.67.

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Hartiningsih, Dian, Miranda Diponegoro y Evita Eddie Singgih. "Training Program for Kindergarten Teachers on Learning Through Project Approach". En 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.43.

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Pertiwi, Hana, Yudianto Sujana y Rahma Pudyaningtyas. "The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study". En International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.101.

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Handayani, Suryatni y Srisiuni Sugoto. "The Overview of Training Needs on Differentiated Instruction for Early Childhood Teachers". En 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.13.

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Hartati, Sofia y Lara Fridani. "Guided Training Model Development as an Improvement Strategy for Early Childhood Education Teachers' Assessment Ability". En 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.3.

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Khomiak, Olha. "The Formation Of Preservice Preschool Teachers’ Professional Readiness For Esthetical Training". En ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.51.

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Hrytsai, Nataliia. "Formation Training Of Value Attitude To Nature In Children For Future Teachers". En ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.48.

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Llorent-Vaquero, Mercedes, África M. Cámara-Estrella, Elena M. Díaz-Pareja y Juana M. Ortega-Tudela. "USE OF SOCIAL NETWORKS FOR THE TRAINING OF FUTURE TEACHERS IN EARLY CHILDHOOD EDUCATION". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end068.

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Resumen

Currently, social networks have a great potential in the educational field, being useful to promote motivation, the active role of students, communication or flexibility in time and space, among others. In this line, this paper shows an experience of educational innovation in higher education mediated by the use of social networks. Specifically, the social network Instagram was used with students in the second year of the Early Childhood Education Degree at the University of Jaen. The objective of this study was to analyze the impact of the use of social networks on aspects related to the quality of the educational process, such as motivation, creativity, communication or monitoring. In order to respond to the proposed objective, a quantitative methodology was used, with a descriptive method and a survey design. The data collection instrument was a student questionnaire through which the impact of the use of the social network Instagram in the teaching-learning process was evaluated. The results point to a positive effect of the use of social networks on the variables under study. It should be noted how the use of this social network has influenced the motivation towards their learning and the communication processes that were developed with all those involved.

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Informes sobre el tema "Early childhood education, early childhood teacher training, early childhood teacher education"

Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6522.

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