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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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Carvalho, Kézia Costa de Oliveira Rocha, Maria de Fátima Ramos de Andrade y Maria da Graça Nicoletti Mizukami. "Multiple Languages and the process of the Teacher Formation in Early Childhood Education". International Journal for Innovation Education and Research 9, n.º 5 (1 de mayo de 2021): 187–210. http://dx.doi.org/10.31686/ijier.vol9.iss5.3085.
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The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.
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Aini, Wirdatul, Setiawati Setiawati y Alim Harun Pamungkas. "The Creativity of the Early Childhood Education’s Teachers in Creating an Animation Media Web-Based in Koto Tangah Padang". KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, n.º 2 (30 de octubre de 2019): 127–34. http://dx.doi.org/10.24036/kolokium-pls.v7i2.355.
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One of the success of the Early Childhood Education Institution in society is based on the teacher’s factor. The problem facing by the Early Childhood Education Institution in the sub-district of Koto Tangah is the lack of the creativity of the teachers to use modern media that will motivate children to play while learning. Until now, Early Childhood Education teachers still use traditional media in the teaching and learning process, when it looks outdated and less able to motivate children in learning. This training aims to help the teachers to be creative Early Childhood Education’s teachers in making an animation learning media Web-based. Through the training of animation learning media Web-based, the teachers can improve their ability in applying various media. Skill training method in making an animation media-based uses; (1) speech method is used to deliver the material theoretically about the concept of Early Childhood Education and the learning characteristics, (2) discussion method is used by the Early Childhood Education’s teachers to discuss about how to make an animation media web-based, (3) experiment/ practice method is used to train the Early Childhood Education’s teachers in having an ability in making an animation media, each teacher tries to create an animation media web-based directly. The subject of this research is the 21 teachers, taken from each delegation of the Early Childhood Education Institution in Koto Tangah, Padang. The result of this research for the community can be described: (1) Early Childhood Education’s teachers comprehend characteristics and learning strategies for early childhood, (2) some of them have already skilled, creative in creating web-based animation learning media. It is suggested to the school to always motivate and facilitate the Early Childhood Education’s teachers in creating a good learning media following the advancement of science and technology. The Early Childhood Education’s teachers are expected to have continuous training to improve their creativity in creating a good and varies learning media.
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Sani, Isah Dantani, Nma Aliyu Ibrahim y John Saidu. "TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN NIGERIA FOR NATIONAL DEVELOPMENT". Sokoto Educational Review 17, n.º 1 (4 de diciembre de 2017): 12. http://dx.doi.org/10.35386/ser.v17i1.24.
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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.
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Kusmiyati, Kusmiyati y Ni Nyoman Sarmi. "Environmentally Friendly Based Educative Game Development Training For Teachers Early Childhood Education Programs". Jurnal Karya Abdi 1, n.º 02 (21 de diciembre de 2020): 79–94. http://dx.doi.org/10.32520/karyaabdi.v1i02.1159.
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Educational play equipment is something that can be used as a means or equipment for playing that contains educational value and can develop all children's abilities. Knowledge and understanding of educational teaching aids is very important for a teacher, but the understanding and skills of making educational game tools are still lacking, this is influenced by teacher education who is not a teacher education graduate even there are high school graduates, this results in low motivation of the teachers to make educational game tools, for that it is necessary to hold training on the development of educational game tools for educators with the aim of providing knowledge and understanding as well as the skills of teachers to make educational play tools that are creative, innovative and environmentally friendly. The making of this educational game tool comes from unused used materials that are easily obtained from the surrounding environment. This training was attended by early childhood education teachers in Wonokromo Village, Surabaya. The method of implementation is divided into four stages, namely material presentation, discussion, practice of making educational game tools and simulations. As a result of the training, all participants gained knowledge and skills in making educational games that are safe for children and are environmentally friendly. Through community service activities, early childhood education teachers are able to develop educational games that are environmentally friendly and able to increase professionalism in learning activities.
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Yang, Wenwen, Eero Laakkonen y Maarit Silvén. "Teachers’ Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study". Journal of Psychoeducational Assessment 39, n.º 7 (18 de mayo de 2021): 848–60. http://dx.doi.org/10.1177/07342829211019150.
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This study examined the factorial validity and measurement invariance of the Student–Teacher Relationship Scale–Short Form (STRS-SF), modified by Whitaker et al. (2015) , in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewerconflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context.
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Conde Vélez, Sara, Manuel Delgado García y Francisco Javier García Prieto. "Caracterizando la construcción de espacios metodológicos-organizativos en Educación Infantil." Revista Fuentes 1, n.º 23 (2021): 125–37. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12105.
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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.
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Stormont, Melissa y Laine Young-Walker. "Supporting professional development needs for early childhood teachers: an exploratory analysis of teacher perceptions of stress and challenging behavior". International Journal on Disability and Human Development 16, n.º 1 (1 de febrero de 2017): 99–104. http://dx.doi.org/10.1515/ijdhd-2016-0037.
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Abstract Early childhood teachers are a unique population of teachers and it is important to determine amendable factors that contribute to their stress. According to available research, challenging child behavior is associated with teacher stress and burnout in school-aged teachers. Given the lack of formal and coordinated in-service education and varied qualifications, early childhood teachers are particularly vulnerable to stress. Further, young children are more likely to have challenging behavior given their social-emotional developmental levels. The purpose of this study was to explore teacher characteristics and perceptions related to their stress, commitment, support, and challenging child behavior in their classrooms. Participants included 100 early childhood professionals. A teacher survey was utilized to determine their perceptions related to key variables. Regression analyses documented teacher commitment and challenging behavior in the classroom uniquely predicted variance in teacher ratings of stress and burnout. Commitment to their job was also a significant predictor to their perceptions of challenging behavior. However, only teacher stress/burnout predicted ratings of challenging behavior; thus, relationships among variables may be more complex. Teachers’ years of experience and education level were not related to other variables. For exploratory purposes, teacher professional development perceptions were also surveyed and results indicated that the vast majority of early childhood educators felt professional development was a good use of their time and that they wished more opportunities were available; however, most also indicated they felt training covered information they already knew.
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Alabi, AT y NYS Ijaiya. "Management Strategies for Funding and Sustaining Early Childhood Education in Nigeria". Journal of Science and Sustainable Development 4, n.º 1 (12 de junio de 2013): 53–61. http://dx.doi.org/10.4314/jssd.v4i1.5.
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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
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Soini, Anne, Anthony Watt y Arja Sääkslahti. "Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education". International Journal of Environmental Research and Public Health 18, n.º 12 (15 de junio de 2021): 6454. http://dx.doi.org/10.3390/ijerph18126454.
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Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.
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Wulandari, Retno Tri y Usep Kustiawan. "Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia". Research on Education and Media 10, n.º 1 (1 de junio de 2018): 3–8. http://dx.doi.org/10.1515/rem-2018-0002.
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Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.
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Ukala, Catherine Chinyere y Ogar G. Agabi. "Linking Early Childhood Education With Indigenous Education Using Gamification: The Case Of Maintaining Cultural Value And Identity". Journal of International Education Research (JIER) 13, n.º 1 (31 de mayo de 2017): 17–26. http://dx.doi.org/10.19030/jier.v13i1.9960.
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Cultural values and identities remain the bench mark for national identity, cohesion, patriotism and harmonious co-existence in any society. The introduction of western education into west Africa created a weak bridge between the indigenous education and the western education which needs to be properly linked using curriculum harmonisation. This paper examines how far the curriculum of early childhood education in Nigeria link with indigenous education which is the child first point of learning. Four research questions guided the study. The study adopted a descriptive survey design with a population of 655 public primary schools that house early childhood centers spread across the 23 local government areas of Rivers State. A sample size of 164 head teachers in early childhood centers was drawn using stratified random sampling technique representing 25% of the population. Questionnaire which was validated was used as the instrument and the reliability yielded an index of 0.81. Mean and rank order scores were used to answer the research questions. The findings revealed among others, that methodologies that used gamification can be linked with early childhood education and indigenous education. These include storytelling, riddles, animal clowning, demonstration, stone counting, and local farm tools by the teachers. This implies that the teachers are aware of the ways gamification can be used to link early childhood education with indigenous education but do not use most of these methods probably it is not highlighted in their scheme of work. Based on the findings, the researchers recommended that the western curriculum should be developed base on an indigenous knowledge of early childhood in teacher training institution curriculum for early childhood education.
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Visković, Ivana. "Inclusive Pedagogical Practice as a Predictor of Quality Early Childhood Education". European Journal of Educational Research 10, n.º 4 (15 de octubre de 2021): 1711–25. http://dx.doi.org/10.12973/eu-jer.10.4.1711.
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<p style="text-align: justify;">The quality of the educational process within the humanistic concept and holistic-developmental approach is interpreted as the optimal adaptation to the individual needs and abilities of children, while inclusiveness presupposes equal inclusion and participation of all children. This article explores the opinions of teachers as bearers of pedagogical-educational process. The aim of this research was to determine how much importance teachers attach to certain dimensions of the educational process, and the procedures of inclusive practice. Empirical research included teachers in 5 preschool institutions (N=146). The research instrument was constructed based on relevant literature. Teachers in this sample recognize the importance: of individualized support to all children; of respecting the diversity; of collaboration with parents, and personal professional development. At the same time, the level of formal education and in-service teacher training is positively correlated with the assessment of importance towards child-oriented practice, and respect for diversity. Teachers with a higher level of education significantly value the importance of additional vocational training in the field of developmental and social risks, the use of community resources, and involvement of parents in planning individual support for children.</p>
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FATIMAH, Fatia, Yusrafiddin YUSRAFIDDIN, Muhammadi MUHAMMADI, Refny DELFI, Dasrul DASRUL, Harnon HARNON y Zaimal GUSTI. "INFORMATION LITERACY IN EARLY CHILDHOOD EDUCATION". DISEMINASI: Jurnal Pengabdian kepada Masyarakat 1, n.º 2 (16 de septiembre de 2019): 99. http://dx.doi.org/10.33830/diseminasi.v1i2.967.2019.
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Literacy could be a supporter of the forefront of education. Teachers have a crucial role in filtering and remodeling data on their students. The utilization of knowledge skill has to be trained by sorting and selecting the proper media for learning whose main purpose is to extend students' intelligence. Skill coaching is a way to boost the flexibility to use learning media, particularly Early Childhood Education and Kindergartens in Lubuk Begalung, Padang. The objectives to be achieved include: to increase the insight of Early Childhood Education and Kindergarten teachers about media, and the ability of media information literacy in learning. Training methods i.e. lectures, discussions, questions, and answers, and case simulations. The conclusion obtained from this activity is that early childhood and kindergarten teachers can choose the media responsibly and able to criticize media content more intelligent in the classroom.
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FATIMAH, Fatia, Yusrafiddin YUSRAFIDDIN, Muhammadi MUHAMMADI, Refny DELFI, Dasrul DASRUL, Harnon HARNON y Zaimal GUSTI. "INFORMATION LITERACY IN EARLY CHILDHOOD EDUCATION". Diseminasi: Jurnal Pengabdian kepada Masyarakat 1, n.º 2 (16 de septiembre de 2019): 99–106. http://dx.doi.org/10.33830/diseminasiabdimas.v1i2.525.
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Literacy could be a supporter of the forefront of education. Teachers have a crucial role in filtering and remodeling data on their students. The utilization of knowledge skill has to be trained by sorting and selecting the proper media for learning whose main purpose is to extend students' intelligence. Skill coaching is a way to boost the flexibility to use learning media, particularly Early Childhood Education and Kindergartens in Lubuk Begalung, Padang. The objectives to be achieved include: to increase the insight of Early Childhood Education and Kindergarten teachers about media, and the ability of media information literacy in learning. Training methods i.e. lectures, discussions, questions, and answers, and case simulations. The conclusion obtained from this activity is that early childhood and kindergarten teachers can choose the media responsibly and able to criticize media content more intelligent in the classroom.
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Andrisyah, Andrisyah y Asih Nur Ismiatun. "The Impact of Distance Learning Implementation in Early Childhood Education Teacher Profesional Competence". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, n.º 2 (20 de enero de 2021): 1815–24. http://dx.doi.org/10.31004/obsesi.v5i2.1009.
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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.
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Ben-Harush, Aya y Lily Orland-Barak. "Triadic mentoring in early childhood teacher education: the role of relational agency". International Journal of Mentoring and Coaching in Education 8, n.º 3 (2 de septiembre de 2019): 182–96. http://dx.doi.org/10.1108/ijmce-10-2018-0055.
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Purpose Current approaches to early childhood teacher education have moved from a view of student–teacher training as interactions involving one novice and one expert, to a process that demands resources and engagement of several professional players while mediating students’ learning in practice. The purpose of this paper is to examine the impact of a triadic mentoring model of a university–school collaboration (“Academia–Classroom”) on student teachers’ (STs) learning in the context of early childhood education in Israel. Eight mentoring triads were formed in six kindergartens. Each mentoring triad was comprised of the ST, a cooperating teacher and the college supervisor. This paper focuses on three representative triads of the eight that were studied. Design/methodology/approach The in-depth study adopted qualitative methodology including three complementary data-collection sources: observations of the STs working with children in the kindergarten; observations and recordings of the triadic mentoring conversations following the observations; in-depth interviews with each participant in the mentoring triad. Data were analyzed using an interpretative framework developed for the study, which combined elements from Engestrom’s cultural historical activity theory, Gee’s building tasks and Edward’s relational agency. Findings The research identified three major patterns of interaction operating in the mentoring triad that promoted or hindered the learning process of early childhood education students: dissonant, harmonic and argumentative. The way in which relational agency developed in the triads was found to be the most significant aspect of students’ learning process. Originality/value The patterns of interaction identified shed light on new aspects of relational agency, thus offering additional interpretative lenses for examining how relational agency operates in ST mentored learning processes. These new identified patterns have practical implications for the design of mentoring frameworks in early childhood teacher education.
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Dogan Altun, Zubeyde. "Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role". International Education Studies 11, n.º 8 (28 de julio de 2018): 91. http://dx.doi.org/10.5539/ies.v11n8p91.
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The purpose of the study is to understand the early childhood teacher candidates’ perception of play and their understanding of teachers’ role in play. Another aim of the study is to disclose pre-service teachers’ thoughts on their college training adequacy regarding the play. In this qualitative research, the data came from written responses of the fifty five participants who are in their 4th year studying early childhood education at the public teaching college located in the west part of Turkey. The findings of the research suggest that fun is the most distinguished feature of play. The other attributes of play mentioned by participants were relaxation/energy release, freedom, cooperation and rules. Pre-service teachers have different perspectives on teachers’ verbal and physical participation in ongoing play activity. Their thoughts led three different subcategories of teachers’ participation in play which are partial-participation, non-participation, and full-participation. And finally, the findings revealed four different teachers’ roles as Planner/Organizer, Observer/Guider, Play Partner, and Non-involver according to participants’ responds.
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Ilechukwu Chukwbikem, Peace Ebele. "Resources for Early Childhood Education (E.C.E)". International Letters of Social and Humanistic Sciences 19 (diciembre de 2013): 1–17. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.1.
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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.
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Yusuf, Muhammad, M. Syukri y Wahyudi Wahyudi. "Development of Independent Basic Training Model Based on Early Childhood Teacher Competency in Kubu Raya Regency". JETL (Journal Of Education, Teaching and Learning) 3, n.º 2 (1 de septiembre de 2018): 309. http://dx.doi.org/10.26737/jetl.v3i2.769.
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<p>In carrying out its duties and functions, early childhood teachers must meet the qualifications and competencies required in accordance with PERMENDIKBUD no. 137 of 2014 on the National Standards of Early Childhood Education. But in fact of early childhood teachers have varying variations in qualification and competence. Still found educators who are elementary education, but so many educators who have secondary education (high school or vocational school) and very few who have diploma and graduate education, although not relevant/appropriate with the field of education of early childhood. It is necessary to design a basic level tiered training that can be used by the organizers that are effective and efficient to overcome these problems. The purpose of this study is to develop the basic training model based on the competence of early childhood teachers in Kubu Raya. This study includes a type of research development with reference to the opinion of Borg & Gall. Products developed based on preliminary research are basic competency-based training and training. The test subject in this research is subject of expert, that is expert in the field of Early Childhood Education training, as well as subject of the basic training participants as potential users of the product. The determination of participant subjects for operational field test amounted to 19 teachers of Kubu Raya. Data collection techniques were conducted by questionnaire. The questionnaire is used to assess the training design that is developed in terms of needs analysis, the preparation of training programs, recruitment of participants, preparing training plans, trainers, training facilities, training schedules and administration. Data were analyzed descriptively, quantitatively and qualitatively. The results showed that, on field trial of basic education model based on the competence of early childhood teachers in Kubu Raya included in the effective category. The result of calculation of posttest result distribution shows the dominant calculation is effective as many as 10 people or 53%. Thus, the basic training model based on the competence of the development result is feasible to be used by the basic training provider for teachers.</p>
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Lee, Hae Jung y Ju Hee Han. "Effects of PBL-based practical teacher training classes on the problem-solving ability and Early Childhood Teacher Capability of Pre-service Early Childhood Education Teacher". Korean Association For Learner-Centered Curriculum And Instruction 20, n.º 23 (1 de diciembre de 2020): 757–78. http://dx.doi.org/10.22251/jlcci.2020.20.23.757.
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Rivero, Pilar y Julián Pelegrín. "WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?" Cadernos de Pesquisa 49, n.º 172 (junio de 2019): 96–119. http://dx.doi.org/10.1590/198053145428.
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Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.
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Wulandari, Ning Arti, Zaenal Fanani y Bisepta Prayogi. "Improving The Services Early Childhood Education Teachers Through First Aid Training At Babies And Sick Children To Early Childhood Education Teachers In Blitar Area". Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 2, n.º 3 (1 de agosto de 2015): 263–69. http://dx.doi.org/10.26699/jnk.v2i3.art.p263-269.
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first aid treatment is given to the person who got the accident or sudden pain that comesbefore getting help from medical personnel (Haryanto, 2013). The culture of women working in thepublic sphere encourages moms to find a replacement for his role in a while to nurture and educate herchild for Working Moms (Ariani, 2013). Infant and preschool child had an accident prone (Short andGray, 2009). Some of the things that encourages authors to perform community services through first aidtraining in infants and the sick children to early childhood education Teachers. The partners in thisactivity was PGTK Yaa Bunayya Kalipang Lodoyo;10 people and all of the early childhood educationteacher ABA 2 add up to 17 people. The method of this activity was to do a pre test, applications trainingthrough lectures and demonstrations continued with the post test and evaluation skills. After it wasdone an evaluation of the satisfaction of caregivers against first aid on sick children conducted by theteacher. The results were of 80 71% caregivers said satisfied with the first aid on babies and sickchildren, 71% of teachers have a good skill in providing first aid on babies and sick children. Based onstatistical tests with Wilcoxone signed rank test p = 0.000 showed any change of teacher knowledgeabout first aid on babies and sick children. Therefore, health and education should be create a newprogram in providing health services especially in early childhood education level.
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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers". JPUD - Jurnal Pendidikan Usia Dini 13, n.º 1 (30 de abril de 2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.
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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
References
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Zain, Azizah, Mazlina Che Mustafa y Jamilah Mohd Basir. "IMPLEMENTATION INVESTIGATION PROJECT AMONG UNDERGRADUATE STUDENTS IN EARLY CHILDHOOD EDUCATION DURING THEIR TEACHING TRAINING". International Journal of Modern Education 2, n.º 4 (15 de marzo de 2020): 68–77. http://dx.doi.org/10.35631/ijmoe.24006.
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The purpose of this study was to investigate undergraduate students' knowledge in the implementation of the Investigation Project during their teaching practice. Investigation Project is one of the approaches adopted from the Project Approach. This approach included in the National Preschool Standard Curriculum. In this study, data were collected using questionnaire and interview protocol. The survey was used to obtain information on the students' knowledge of implementing the Investigation Project. At the same time, the interviews were conducted to find out the implementation of the Investigation Project for students undergoing teaching practice using the Teacher's Guide. The study sample is purposive sampling. One hundred seven students answered the questionnaire, and the interview protocol administered to 5 students who are implementing the Investigation Project in their teaching practices using Teacher Guidelines. The findings of the study indicate that the level of knowledge of the Early Childhood Education students in the Investigation Project is at a moderate level with an overall mean value of 2.69. The findings from the interview protocol found that the Teacher Guidelines provided to them helped them to implement the Investigation Project more effectively. The conclusion, this study showed that postgraduate students need a practical guide in assisting them to achieve this approach as they are less exposed to this approach while studying. The implications of this study have provided beneficial exposure to potential TADIKA teachers in Malaysia.
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Vásquez, Claudia, María José Seckel y Ángel Alsina. "Belief system of future teachers on Education for Sustainable Development in math classes". Uniciencia 34, n.º 2 (31 de julio de 2020): 1–30. http://dx.doi.org/10.15359/ru.34-2.1.
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This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.
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Syafril, Syafrimen, Devi Kurniawati, Agus Jatmiko, Ida Fiteriani y Cahniyo Wijaya Kuswanto. "Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, n.º 2 (30 de diciembre de 2020): 1655–66. http://dx.doi.org/10.31004/obsesi.v5i2.937.
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This study aims to analyze the professionalism of early childhood teachers in mastering the material based on academic qualifications and work experience. The approach to research sequential explanatory mixed methods design; The first phase using descriptive quantitative involving 57 teachers, data were collected through a questionnaire, analyzed descriptively and inferentially assisted by SPSS version 26.0. The second phase used a holistic multi-case study involving six school principals, data were collected through in-depth interviews and analysis documents, analyzed interactively with the assistance of Nvivo 12.0. The results showed that there was no difference in teacher professionalism based on academic qualifications and work experience. The second phase finds; teacher professionalism is not only influenced by academic qualifications and work experience, teacher professionalism is also influenced by various professional trainings that have been attended, and prospective teachers who choose the early childhood education programs major do not fully understand the substance of the lecture program related to their professionalism.
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Macià-Gual, Aida y Laura Domingo-Peñafiel. "Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training". International Journal of Research in Education and Science 7, n.º 1 (13 de diciembre de 2020): 144. http://dx.doi.org/10.46328/ijres.1272.
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Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child’s interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children’s needs, educators can prepare stimulating environments that lead to personal formative development.
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Kim, Soon-hwan, Hoe-wook Chung, Hee-young Kim y Tae-young Kim. "Development of Early Childhood Teacher Training Program for the Smoking Prevention Education". Korea Association for Early Childhood Education and Educare Welfare 22, n.º 1 (31 de marzo de 2018): 43–70. http://dx.doi.org/10.22590/ecee.2018.22.1.43.
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Park, Eun-Hye y Seen-Young Park. "Early Childhood Teacher Training and Education Plans in view of Demographic Changes". Early Childhood Education Research & Review 24, n.º 2 (30 de abril de 2020): 57–78. http://dx.doi.org/10.32349/ecerr.2020.4.24.2.57.
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Morrison, Johnetta Wade. "Teacher training in early childhood education: The case of Ghana, West Africa". Journal of Early Childhood Teacher Education 23, n.º 4 (enero de 2002): 315–18. http://dx.doi.org/10.1080/1090102020230403.
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Cruz, Francisca Antonia Marcilane Gonçalves, Luisiane Frota Correia Lima Ramalho, Francisco Arnaldo Lopes Bezerra, Bárbara Rainara Maia Silva, Cristiane Soares Gonçalves, Natanael Martins de Sousa y Gilberto Santos Cerqueira. "Teacher training". International Journal for Innovation Education and Research 9, n.º 9 (1 de septiembre de 2021): 309–22. http://dx.doi.org/10.31686/ijier.vol9.iss9.3343.
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This article discusses Art teacher training in the context of early childhood education in the Brazilian scenario through a systematic review of articles published on the databases Google Scholar, Scientific Eletronic Library Online (SciELO) and Capes Portal of Periodicals between 2014 and 2019. It aims to understand how Brazilian bibliographical production has been studying this theme and proposes a critical theoretical reflection about that issue. Analyses showed research developed in educational contexts focused on professional training for the construction of knowledge and the promotion of critical and reflexive pedagogical practices. We conclude that the training process builds a democratic education enabling new practices and the real aesthetic sense that art can offer.
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강수경, Mira Chung y 김지원. "The effect of the brain-based early childhood teacher training program on the teachers’ views on and their practice of early childhood education". Korean Journal of Early Childhood Education 35, n.º 3 (junio de 2015): 309–35. http://dx.doi.org/10.18023/kjece.2015.35.3.014.
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Leite, César Donizetti y Andréia Regina de oliveira Camargo. "Infância, imagem e formação docente: Entre experiências, saberes e poderes na Educação Infantil." childhood & philosophy 14, n.º 30 (7 de mayo de 2018): 277–96. http://dx.doi.org/10.12957/childphilo.2018.32042.
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The reflections around teacher training and the means by which it is treated in the educational contexts have major importance, due to the urgency of the topic as well as the multiplicity of ways to be dealt along with the teachers. From researches of images production, developed with children and teachers in the ambit of early childhood education, this text will reflect on the formative processes of teachers in the childhood education. In this context, there are a few relevant questions: what can the image do in the formative processes? In which ways may the teacher training help us to think about the childhood and the educational practices with little children? By which means may the childhood help us to think the work of teacher training. In this way, using the produced images, this text aims to operate in the circulation movement of the thought itself, in which the thought can, in its exteriority, experiment with words (language), childhood, image and teacher training, enabling ruptures to think about the child, the educators, the school, the knowledge, the doing, the powers, the action protocols, what to do with the children and how to deal with them, composing possibilities that overflow what is determined and legalized. As theoretical basis, we take authors such as G. Agamben, G. Deleuze e Michel Foucault.
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Kim, Sana y Hyunah Seo. "Basic Study for the Development of Forest Education Teacher Training Program for Early Childhood Teachers". International Journal of Child Welfare Promotion and Management 1, n.º 1 (30 de abril de 2017): 45–52. http://dx.doi.org/10.21742/ijcwpm.2017.1.1.08.
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Couto, Rita Maria de Souza, Roberta G. R. Portas, Flavia Nizia F. Ribeiro y Maria A. C. Mamede-Neves. "DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA". Problems of Education in the 21st Century 74, n.º 1 (25 de diciembre de 2016): 16–30. http://dx.doi.org/10.33225/pec/16.74.16.
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Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development. Key words: education design, design in partnership, early childhood education, teaching materials.
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Regina Furlan de Oliveira, Marta y Lauriete da Silva Bernardes Vicente. "DISCIPLINAS ESPECÍFICAS DE EDUCAÇÃO INFANTIL NO CURSO DE PEDAGOGIA DA UNIVERSIDADE ESTADUAL DE LONDRINA: CONTRIBUIÇÕES PARA O PROCESSO FORMATIVO INICIAL DE PROFESSORES". COLLOQUIUM HUMANARUM 15, n.º 4 (1 de octubre de 2018): 106–17. http://dx.doi.org/10.5747/ch.2018.v15.n4.h394.
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This article has the main objective of understanding the initial formation of teachers of Child Education, providing a critical look at the contributions of the specific disciplines of this area to the graduation of Pedagogy from the State University of Londrina. This text is justified, mainly, by considering that Early Childhood Education is the first stage of the basic education of the child and needs to be better re-signified in the courses of teacher training, in this case, Degree in Pedagogy. There is still the need to analyze this process of initial training and if there is quality in the teacher training to work with children from the earliest age. The methodology proposed is of a qualitative nature, with a bibliographical study, analysis of the official documents and specific disciplines directed to the formation of teachers for Early Childhood Education, in order to perceive the contributions of the Pedagogical Course of the State University of Londrina, with a view content and content of their respective subjects. As a result, it is believed that the Pedagogy course, if well structured and organized as a curriculum of knowledge for teaching, research and extension, can effectively contribute in the initial educational process for a quality work with the education of the childhood.
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Muhammad, Sattar, Nazir Haider Shah y Muhammad Munir Kayani. "Develop a Strategy of Pre Service Teachers Training Program for Early Childhood Education in Azad Jammu and Kashmir". Global Regional Review IV, n.º III (30 de septiembre de 2019): 206–13. http://dx.doi.org/10.31703/grr.2019(iv-iii).23.
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The aim of this study was to develop a strategy of pre service teachers training program for early childhood education. The objective of the study was to develop a strategy of pre service teachers training program for early childhood education. The study is descriptive in nature which would assess need to the pre service teacher training program for ECE and development of strategies for future in Azad Jammu and Kashmir (AJK). The researchers decided to take sample from each division. 175 primary teachers and 35 head teachers from each division were chosen. Thus teachers sample consisted of total 510 teachers and 105 head teachers from three divisions. In this study multistage sampling technique was used. All scores on the individual data sheets and questionnaire of all categories were entered in the SPSS 21 database for analysis. The data was analyzed by applying descriptive statistics and inferential statistics.
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Nugraha, Dadan. "KONTRIBUSI KOMPETENSI PEDAGOGIK DAN MOTIVASI BERPRESTASI TERHADAP KINERJA PENGASUH PAUD DI KABUPATEN CIAMIS". JURNAL PAUD AGAPEDIA 1, n.º 2 (27 de diciembre de 2017): 160–69. http://dx.doi.org/10.17509/jpa.v1i2.9356.
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This study is conducted based on observations of caretaker of early childhood education. Caretaker sometimes play a role as a teacher or as a companion, in fact they are not included as teachers or companions. The reason of it because there is no want who wants to become early childhood education teache or just because of their high motivation, but in terms of competence they are still lacking, so it could have an effect on its performance asearly childhood teacher. This study is analyzed the description of pedagogic competence, achievement motivation, and caretaker of early childhood performance and simultaneous of caretaker of early childhood performance. To find out the contribution of pedagogic competence, achievement motivation, and caretaker of early childhood, correlation study with survey method, data is collectted using test and structured observation. The results showed that pedagogic competence contribute positively significant to the performance of caretaker of early childhood education, achievement motivation contribute to the performance ofcaretaker of early childhood, and pedagogic competence and achievement motivation simultaneously have significant positive correlation to the performance of caretaker of early childhood education. This research recommended for caretaker of early childhood education to improve their ability in parenting continually and improving their motivation and competence by attending seminar and training and continuing tehir education. Penelitian ini dilakukan berdasarkan pengamatan pada pengasuh PAUD. Pengasuh terkadang berperan rangkap sebagai guru atau sebagai pendamping, padahal secara akademik mereka tidak termasuk sebagai guru atau pendamping. Alasan mereka melakukan hal itu bisa saja dilatar belakangi karena tidak adanya orang yang mau menjadi pendidik PAUD atau hanya karena motivasi mereka yang tinggi, padahal dari segi kompetensi mereka masih kurang, sehingga bisa saja berpengaruh terhadap kinerjanya sebagai pendidik PAUD. Penelitian ini menganalisis gambaran kompetensi pedagogik, motivasi berprestasi, dan kinerja pengasuh PAUD serta besaran kontribusi kompetensi pedagogik, motivasi berprestasi, dan kompetensi pedagogik dan motivasi berprestasi (simultan) terhadap kinerja pengasuh PAUD. Untuk mengetahui kontribusi kompetensi pedagogik, motivasi berprestasi, dan kinerja pengasuh PAUD dilakukan penelitian studi korelasional dengan metode survai, pengumpulan data menggunakan teknik tes untuk mengumpulkan data tentang kompetensi pedagogik dan angket untuk mengumpulkan data tentang motivasi berprestasi dan kinerja pengasuh PAUD. Hasil penelitian menunjukkan bahwa kompetensi pedagogik berkontribusi positif signifikan terhadap kinerja pengasuh PAUD, motivasi berprestasi berkontribusi terhadap kinerja pengasuh PAUD, dan kompetensi pedagogik dan motivasi berprestasi secara bersama-sama (simultan) berkorelasi positif signifikan terhadap kinerja pengasuh PAUD. Penelitian ini merekomendasikan pengasuh PAUD untuk terus meningkatkan kemampuannya dalam bidang pengasuhan dan diharapkan melanjutkan pendidikan dan mengikuti pelatihan atau seminar yang dapat meningkatkan kompetensi dan motivasinya.
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Brown, Christopher P. "Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times". Contemporary Issues in Early Childhood 10, n.º 3 (1 de enero de 2009): 240–59. http://dx.doi.org/10.2304/ciec.2009.10.3.240.
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As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.
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Widiasih, Dewa Agung Putri. "EFEKTIVITAS KEGIATAN KELOMPOK KERJA GURU (KKG)". Dharmasmrti: Jurnal Ilmu Agama dan Kebudayaan 17, n.º 1 (1 de abril de 2017): 82–90. http://dx.doi.org/10.32795/ds.v16i01.77.
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The act No. 14 of 2005, article 1, paragraph 1 states that the teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing and evaluating the students on the early childhood education, formal education, primary education, and middle educa- tion. The teachers are required to carry out the process of learning which includes exploration, elabo- ration and confirmation to change the educational paradigm, which is from the paradigm of teaching to the paradigm learning. The obstacle for the teachers is that because they have abandoned the strat- egy of teacher-centered learning (teacher center oriented) strategies in order to work on the student- centered learning orientation.