Articles de revues sur le sujet « Science Student teachers. Early childhood teachers. Early childhood education »

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities. Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development References: Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11. Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125 Anders, Y. (2015). Literature Review on Pedagogy. 62. Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth. Bukoye, R. O. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395 Choo, K. K. (2010). The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration. 4, 12. Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. 29. ECE – TPEs and CAPEs. (2019). California Early Childhood Education Teaching and Administrator Performance Expectations. Commission on Teacher Credentialing. Eggum-Wilkens, N. D. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 12. Goodfellow, J. (2001). Wise Practice: The Need to Move beyond Best Practice in Early Childhood Education. Australasian Journal of Early Childhood, 26(3), 1–6. https://doi.org/10.1177/183693910102600302 Guskey, T. R. (2001). Helping Standards Make the GRADE. 10. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Han, J., Luo, X., & Luo, H. (2021). Development and Validation of Preschool Teachers’ Caring Behaviour Questionnaire and Its Internal Mechanism with Work Performance. Open Journal of Social Sciences, 25. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7 Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394 Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711 Hughes, A., & Menmuir, J. (2002). Being a Student on a Part-time Early Years Degree. Early Years, 22(2), 147–161. https://doi.org/10.1080/09575140220151486 Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/10.1007/s10566-015-9338-6 Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century. International Journal of Child Care and Education Policy, 4(2), 67–80. https://doi.org/10.1007/2288-6729-4-2-67 Katz, L. G. (2015). Distinctions between academic versus intellectual goals for young children. 4. Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. 14. https://doi.org/10.1080/1350293X.2018.1533709 Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566. https://doi.org/10.1080/19415257.2018.1449006 Moyles, J. (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), 81–95. https://doi.org/10.1080/09575140124792 Nolan, A., & Molla, T. (2018). Teacher professional learning as a social practice: An Australian case. International Studies in Sociology of Education, 27(4), 352–374. https://doi.org/10.1080/09620214.2017.1321968 Oberhuemer, P. (2005). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), 5–16. https://doi.org/10.1080/13502930585209521 Osgood, J. (2004). Time to Get Down to Business?: The Responses of Early Years Practitioners to Entrepreneurial Approaches to Professionalism. Journal of Early Childhood Research, 2(1), 5–24. https://doi.org/10.1177/1476718X0421001 Osgood, J. (2007). Professionalism and performativity: The feminist challenge facing early years practitioners. 14. https://doi.org/doi: 10.1080/09575140600759997. Osgood, J. (2009). Childcare workforce reform in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. https://doi.org/10.1080/02680930903244557 Pianta, R. C. (2016). Teacher–Student Interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 8. https://doi.org/DOI: 10.1177/2372732215622457 Piotrkowski, C. S., Botsko, M., & Matthews, E. (2001). Parents’ and Teachers’ Beliefs About Children’s School Readiness in a High-Need Community. 22. Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265–287. https://doi.org/10.1080/13450600500467548 Sheridan, S. M., Edwards, C. P., & Marvin, C. A. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. 26. Thomas, D., & Brown, J. S. (2011). Cultivating the Imagination for A World of Constant Change. 37. Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. https://doi.org/10.1080/13502930802141584 Vartiainen, H., Leinonen, T., & Nissinen, S. (2019). Connected learning with media tools in kindergarten: An illustrative case. Educational Media International, 56(3), 233–249. https://doi.org/10.1080/09523987.2019.1669877 Walker, A., & Qian, H. (2018). Exploring the Mysteries of School Success in Shanghai. 17. Wall, S., litjens, I., & Miho, T. (2015). Early Childhood Education and Care Pedagogy Review. OECD Publishing. www.oecd.org/edu/earlychildhood

Technology integration into the early childhood curriculum has seen some improvement. Many teachers now report using technology in instruction and providing young children the opportunity to use technology as a learning resource or tool in the classroom. While there has been some development in providing children with technological tools, research shows very little is known about how teachers assess what students know and can do with the technology. The current study examines teacher assessment of young children’s learning with technology using early childhood teachers from a Midwestern school district. The study shows a general lack of teacher understanding of assessment strategies and assessment data, hence the inability to verify the progress young children are making with technology in early childhood programs. Recommendations are made regarding how technology-related data may be effectively gathered and interpreted by early childhood educators.

Due to the revision of the National Pre-School Standard Curriculum (KSPK) 2017, the strengthening of Science and Technology Support and STEM integration early childhood education in Malaysia is now being aggressively developed in line with national education policies. This case study is conducted to find out how pre-school teachers apply science process elements in their teaching and learning activities. Observation was carried out on a pre-school teacher during a lesson in one of the national pre-schools in Tawau. Observation findings show that preschool teachers understand the need for early science education though they lack the knowledge and application of the scientific skills. Therefore, it is highly recommended for pre-school teachers to improve appropriate pedagogical practices, and support the early process of science in early childhood education by contextually emphasizing and linking their teaching to the 21st century curriculum.

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group. Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117). Duffin, L., Patrick, H., & French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834. Essa, E. (2011). Introduction to early childhood education. Wadsworth. Harwati, D., & Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. Jurnal Psikologi, 12(2), 54–60. Ismawati, D., & Prasetyo, I. (2020). Efektivitas pembelajaran menggunakan video zoom cloud meeting pada anak usia dini era pandemi covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 665-675. DOI: 10.31004/obsesi. v5i1.671 Jackman, H. (2011). Early education curriculum: A child’s connection to the world. Delmar Thomson Learning. Jalal, M. (2020). Kesiapan guru menghadapi pembelajaran jarak jauh di masa covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usa Dini, 2(1), 35–40. Johar, R., & Hanum, L. (2016). Strategi belajar mengajar. Penerbit Deepublish. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237 Lee, C., & Davis, H. (2014). Teacher self-efficacy. In W. Scarlett (Ed.), The sage encyclopedia of classroom management (Vol. 2, pp. 811-812). 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This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics (stem) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.

In the following article we are going to present the findings of a qualitative research that uses semi-structured interviews for data collection. This specific research aims to look into the views of pre-school teachers (Pre-school Education) and student teachers (students of the Department of Educational Sciences and Early Childhood Education) on the content and importance of lifelong learning and continuing education. At the same time the research compares the views of these two groups as regards lifelong learning and continuing education based on how these terms are coined in relevant literature. The findings show that there is no discrepancy in opinions as both groups consider lifelong learning and continuing education as the medium that will eventually help an educationalist improve both on personal as well as professional level.

Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a) additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b) recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when implementing such technology to a diverse array of learners on different reading levels, such as Tier 1 (high reader), Tier 2 (medium average benchmark reader), and Tier 3 (low reader). It is essential to provide professional development and training opportunities for teachers. Teachers can also train and elevate the higher achieving students with using IStation to monitor their own progress as well as set their own individual learning goals. Recommendation for Researchers: We recommend studies with a larger sample size that would likely yield more definitive and generalizable results, studies using a randomized control group that would have teased out extraneous factors and truly measuring the effects of IStation alone on STAR, as well as longitudinal studies examining the long-term effects of IStation.

“Teachers are the key to academic achievement for students.” This statement is widely accepted, but professional development in early childhood mathematics education faces a number of barriers. What are those barriers? What do teachers have to say about developing their own knowledge of the teaching and learning of mathematics? What should be done to address these problems? Answering these questions was the goal of a recent project funded by the National Science Foundation called “Planning for Professional Development in Pre-School Mathematics: Meeting the Challenge of Standards 2000.” This article shares some of the answers I found in the course of that project.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. Jurnal CERIA, 2(5), 276–285. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy of Sciences. Nicholson, S. (1972). The Theory of Loose Parts: An important principle for design methodology. Studies in Design Education Craft & Technology, 4(2), 5–12. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860 Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research : Philosophy as Science or Philosophical Science ? International Journal of Educational Excellence, 1(2), 101–110. Padilla, M. J. (1990). The Science Process Skills. Research Matters - to the Science Teacher, 1(March), 1–3. Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). 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Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation. Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study : teachers ’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717

Background: Dental injuries can affect children’s development both physically, psychologically and in social interactions, so it requires proper treatment. However, the lack of knowledge of parents and teachers about handling dental injuries in children is considered to worsen the condition of teeth and mouth after injury. Purpose: This activity aims to increase the knowledge of teachers in providing emergency dental management for children aged 2-6 years. Methods: This activity is in the form of online health education that involves early childhood, education teachers. Health education is carried out using the lecture method and discussion on emergency management and dental health in children. Increasing knowledge of activity participants was assessed using the google form provided before and after the activity was carried out. Results: This community empowerment activity shows an increase in the knowledge of teachers about health and dental emergencies in children after being given dental health education interventions (66.7%). This activity also found a decrease in the number of teachers with low levels of knowledge (33.3%). Conclusion: The increase in teachers’ knowledge in providing dental emergency management in children can be caused by the use of accessible media and easy-to-understand module forms.

The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. 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Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. 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Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. 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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. 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Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early Childhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). 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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas. Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education References Aktay, S. (2009). The ISTE national educational technology standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9), 127–138. https://doi.org/10.18848/1447-9494/cgp/v16i09/46607 Arke, E. T., & Primack, B. A. (2009). Quantifying media literacy: Development, reliability, and validity of a new measure. Educational Media International, 46(1), 53–65. https://doi.org/10.1080/09523980902780958 Briquet-Duhazé, S. (2019). Websites Consulted by Future Primary Level Schoolteachers in France: Differences between Students and Trainees. 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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed support to students and enhance their learning environments. During initial implementation of the Teachers’ Diploma Program in Zambia (2013-2016), qualitative data was collected as a part of larger outcomes and process evaluation. In the current paper, these qualitative data are presented to describe baseline challenges and strengths within the Zambian government school system and early indicators of change during the first ten months of program implementation. These in-depth data provide both teachers’ and students’ experiences and perspectives and are being utilized to further strengthen the Teachers’ Diploma Program as the Zambian Ministry of Education, Science, Vocational Training and Early Childhood moves forward with plans to implement the training at a national level in colleges of teacher education.

The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. 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The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. Although, the application of the MHLP learning model has limitations such as the distance from the house that is far away, the number of meetings that are only once a week, the number of food and toy sellers passing by, disturbing children's concentration, and the risk of damage to goods at home. The implication of this research can be the basis for evaluating MHLP as an adaptive strategy that requires the attention of related parties, including policy makers, school principals, and teachers for the development of new, more effective online learning models. Keywords: Moving Home Learning Program (MHLP), Children Remote Teaching References:Abdollahi, E., Haworth-Brockman, M., Keynan, Y., Langley, M. J., & Oghadas, S. M. (2020). Simulating the effect of school closure during COVID-19 outbreaks in Ontario , Canada. BMC Medicine, 1–8. https://doi.org/https://doi.org/10.1186/s12916-020-01705-8 Arends, R. I., & Kilcher, A. (2010). 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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). Journal of Experimental Child The role of personal values in children ’ s costly sharing and non-costly giving. Journal of Experimental Child Psychology, 165, 117–134. https://doi.org/10.1016/j.jecp.2017.03.007 Aydoğan, C., Farran, D. C., & Sağsöz, G. (2015). The relationship between kindergarten classroom environment and children’s engagement. European Early Childhood Education Research Journal, 23(5), 604–618. https://doi.org/10.1080/1350293X.2015.1104036 Bowo, T. A., & Budiati. (2017). Model Pembelajaran Bahasa Inggris Interaktif Menggunakan Flascard Berbasis Pancasila Sebagai Upaya Pembentukan Karakter Bangsa. Media Penelitian Pendidikan, 11(2), 59–74. Cartledge, G., & Milburn, J. F. (1980). Teaching social skills to children. Pergamon Press. Chou, S. Y., & Pearson, J. M. (2012). Organizational citizenship behaviour in IT professionals: An expectancy theory approach. 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Purpose – The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach – The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans. Findings – The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses. Research limitations/implications – This is a conceptual paper. Practical implications – The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families. Social implications – Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children. Originality/value – This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). 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Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.

AbstractThis article presents findings from a study that evaluated the impact of an Australian sustainability initiative, with a view to unravelling the realities of teachers’ implementation approaches. The paper outlines a study that reviews a government initiative in early years, primary and secondary educational settings that uses the Data Collection, Storage and Visualisations System (DCSVS) aimed at enhancing sustainability awareness and embedding sustainability as part of everyday practice in schools and early childhood services. It was also intended to offer school leaders, teachers and students avenues to engage with their consumption of natural resources. This in turn was anticipated to increase awareness about conservation, with the long-term aim to engage with the broader themes of sustainability. This article focuses on the role of teachers’ identities in enacting these policy initiatives. It highlights teachers’ enactment of the policies, the crucial role of school leaders in the process, as well as the deeper connections between curriculum and pedagogy.

This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Pūtaiao is, how it is being taught, and the learning of Pūtaiao. It also investigates the Pūtaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Māori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Pūtaiao teachers. Pūtaiao as a subject is facing several challenges that may be combated through more specific interventions - rather than studies investigating Kura as a whole. Despite the challenges faced, the literature overall has a positive outlook in which Pūtaiao is enjoyed by students who see it relates to their own knowledge and culture. The case study took place in a Māori medium school that caters for year 9-13 students. Two teachers from a Māori medium school (Kura) who had no background in science and their year 9 and 10 classes voluntarily participated in this research. Through support to teachers in the form of upskilling themselves and learning along with the students, teachers gained confidence and began to teach Pūtaiao. Teachers willingly learn new vocabulary to pass it on to their students. In addition, among mainstream schools, many of the studies had positive impacts by raising awareness among teachers of how to teach Māori students, and how to incorporate some of the values that are fundamental to Pūtaiao.

Abstract: This paper presents a research-action project carried out in 2012/13 in relation to the Early Childhood Education-Centre for Teachers-University Network. This network has been constructed to collaboratively research the Project Approach (hereinafter, PA) in Early Childhood Education classrooms. It is made up of teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development Centre for Teachers, university researchers, and undergraduate students. The total number of people involved in the RIECU network is 538. From a qualitative paradigm, this work aims at analysing the learning outcomes achieved by the children through their participation in the RIECU network, based on the opinions expressed by the teachers, the families, the adviser, the researchers, and the undergraduate students. Semi-structured interviews, a focus group, and research journals were used to compile information. The most relevant results were: (1) the children obtain benefits by using the PA as a means of approaching knowledge; and (2) they acquire new attitudes towards knowledge, such as initiative, self-assurance, and responsibility. RIECU: Red de Infantil Escuela-Centro de Profesorado-Universidad. Análisis del aprendizaje de los niños a través del método de proyectos Resumen: Se presenta un proceso de investigación-acción realizado en 2012/13 sobre la Red de Infantil Escuela-Centro de Formación del ProfesoradoUniversidad. Esta red se construye para investigar colaborativamente el método de Proyectos de Trabajo (en adelante, PT) en las aulas infantiles. Está integrada por maestras y niños de infantil, asesora del centro de profesorado, investigadoras y estudiantes. Participan en RIECU 538 personas. Desde un paradigma cualitativo se han analizado los aprendizajes de los niños al participar en RIECU, según la opinión manifestada por las maestras, las familias, la asesora, las investigadoras y los estudiantes. Se ha utilizado la entrevista semiestructurada, el focus group y los diarios de investigación para recabar información. Los hallazgos más relevantes se refieren a: (1) los niños de infantil obtienen beneficios al utilizar los PT como enfoque de investigación para aproximarse al conocimiento y (2) adquieren nuevas actitudes frente al saber, como iniciativa, seguridad y responsabilidad.

Aesthetic education can be integrated into students’ everyday lives and into different learning areas. Its integration into science education is also valued in schools. Using mixed methods, this study investigated young children’s science and aesthetic learning in a science aesthetic thematic curriculum in a preschool classroom in Taiwan. The participants were two preschool teachers and 24 five-year-old children. Data sources included the children’s pre-test and post-test assessments, observations, interviews, children’s worksheets and artwork, and teaching reflection notes. The preschool teachers applied Dewey’s aesthetic experience to organise the thematic curriculum. The results showed that the curriculum had significant positive influences on the children’s science cognitive abilities and aesthetic abilities. Most of the children increased their interest in science learning. This study provides a lens through which to examine children’s science and aesthetic learning in a thematic curriculum, and also a reference for early childhood science education.

Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values ​​by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values ​​among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values ​​of tolerance among religious students are not taught, but the values ​​of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time. Keywords: Early Childhood Education, Tolerance Values in Religion References: Adams, K. (2019). Navigating the spaces of children’s spiritual experiences: influences of tradition(s), multidisciplinarity and perceptions. International Journal of Children’s Spirituality, 24(1), 29–43. https://doi.org/10.1080/1364436X.2019.1619531 Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Atamturk, N. (2018). The role of English as a foreign language classes in tolerance education in relation to school management practices. Quality and Quantity, 52, 1167–1177. https://doi.org/10.1007/s11135-017-0575-7 Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Bano, M., & Ferra, E. (2018). Family versus school effect on individual religiosity: Evidence from Pakistan. International Journal of Educational Development, 59(August 2017), 35–42. https://doi.org/10.1016/j.ijedudev.2017.10.015 Coleman, E. B., & Eds, K. W. (2011). Religious Tolerance, Education and the Curriculum. In Religious Tolerance, Education and the Curriculum. https://doi.org/10.1007/978-94-6091-412-6 Elza, Y., Handini, M. C., & Abdurrahman, M. (2018). The Effects of Storytelling Method with Audiovisual Media and Religiosity toward Clean and Healthy Living Program Behaviour ( CHLB ) of Early Childhood. International Journal of Multidisciplinary and Current Research, 6(June), 547–552. Ene, I., & Barna, I. (2015). Religious Education and Teachers’ Role in Students’ Formation towards Social Integration. Procedia - Social and Behavioral Sciences, 180(November 2014), 30–35. https://doi.org/10.1016/j.sbspro.2015.02.081 Ergun, S. J., & Rivas, M. F. (2019). The effect of social roles, religiosity, and values on climate change concern: An empirical analysis for Turkey. Sustainable Development, 27(4), 758–769. https://doi.org/10.1002/sd.1939 Faas, D., Smith, A., & Darmody, M. (2018). Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland. Journal of Research in Childhood Education, 32(4), 486–500. https://doi.org/10.1080/02568543.2018.1494645 Firdaus, E. (2018). The Learning of Religious Tolerance among Students in Indonesia from the Perspective of Critical Study. IOP Conference Series: Earth and Environmental Science, 145(1). https://doi.org/10.1088/1755-1315/145/1/012032 Ganjvar, M. (2019). Islamic Model of Children’s Spiritual Education (CSE); its influence on improvement of communicational behaviour with non-coreligionists. International Journal of Children’s Spirituality, 24(2), 124–139. https://doi.org/10.1080/1364436X.2019.1624254 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Kirschenbaum, H. (2019). Models of Values Education and Moral Education in the Era of the Fourth Industrial Revolution. 8(2), 103–109. Lehtonen, M. (2019). The Development of Religious Tolerance: Co-operative Board Games with Children and Adolescents. IATL Reinvention: An International Journal of Undergraduate Research, 2(2). Retrieved from https://warwick.ac.uk/fac/cross_fac/iatl/reinvention/ Łowicki, P., & Zajenkowski, M. (2019). Empathy and Exposure to Credible Religious Acts during Childhood Independently Predict Religiosity. International Journal for the Psychology of Religion, 00(00), 1–14. https://doi.org/10.1080/10508619.2019.1672486 Maussen, M., Bader, V., Dobbernack, J., Modood, T., Olsen, T. V., Fox, J., & Vidra, Z. (2012). Tolerance and cultural diversity in schools Comparative report. Amsterdam. Miedema, S., & Bertram-Troost, G. (2008). Democratic citizenship and religious education: Challenges and perspectives for schools in the Netherlands. British Journal of Religious Education, 30(2), 123–132. https://doi.org/10.1080/01416200701830970 Moore, D. . (2007). Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education. US: Palgrave Macmillan. Niculescu, R. M., & Norel, M. (2013). Religious Education an Important Dimension of Human’s Education. Procedia - Social and Behavioral Sciences, 93, 338–342. https://doi.org/10.1016/j.sbspro.2013.09.200 Pandya, S. P. (2019). Spiritual education programme (SEP) for enhancing the quality of life of kindergarten school children. Pastoral Care in Education, 37(1), 59–72. https://doi.org/10.1080/02643944.2018.1562493 Parekh, B. (2019). Ethnocentric Political Theory. Ethnocentric Political Theory, 263–284. https://doi.org/10.1007/978-3-030-11708-5 Sari, A. D. P., & Indartono, S. (2019). Teaching Religious Tolerance Through Social Studies Education Based On Multicultural Approach. 323(ICoSSCE 2018), 214–219. https://doi.org/10.2991/icossce-icsmc-18.2019.40 Scheiner, P. (2015). Crossings and Crosses: Borders, Educations, and Religions in Northern Europe. Boston/Berlin: Walter de Gruyter Inc. Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Stockinger, H. (2019). Developing spirituality–an equal right of every child? International Journal of Children’s Spirituality, 24(3), 307–319. https://doi.org/10.1080/1364436X.2019.1646218 Thibodeau, R. B., Brown, M. M., Nancarrow, A. F., Elpers, K. E., & Gilpin, A. T. (2018). Conceptual Similarities among Fantasy and Religious Orientations: A Developmental Perspective. Journal of Cognition and Culture, 18(1–2), 31–46. https://doi.org/10.1163/15685373-12340021 Tratner, A. E., Sela, Y., Lopes, G. S., Ehrke, A. D., Weekes-Shackelford, V. A., & Shackelford, T. K. (2017). Individual differences in childhood religious experiences with peers. Personality and Individual Differences, 119, 73–77. https://doi.org/10.1016/j.paid.2017.06.045 UNESCO. (2015). Second UNESCO Forum on Global Citizenship Education: Building Peaceful and Sustainable Societies (Paris, 28-30 January 2015). Final Report. (January), 1–22. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/FinalReport-GCED_21April.pdf Uzefovsky, F., Döring, A. K., & Knafo-Noam, A. (2016). Values in Middle Childhood: Social and Genetic Contributions. Social Development, 25(3), 482–502. https://doi.org/10.1111/sode.12155 Van Der Walt, J. L. (2014). Towards an instrument for measuring religious tolerance among educators and their students worldwide (Potchefstroom Campus-North-West University). 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Early age is the golden age that only occurs once in the development of human life. This period is as well as a critical period in a child’s development. If at this time the child receives less attention, it is feared that the child can not grow and develop optimally. One of the important things to get attention associated with education given at an early age is giving values of discipline through education in kindergarten. In developing the values  of discipline for early childhood needs to be done with extreme caution. This is because early childhood is children who are in the concrete operational stage of development as proposed by Piaget, while the value of discipline are common abstract concepts, so in this case the children can not necessarily accept what is taught by teachers / parents with abstract nature quickly. For that old man “or” teacher “must be very clever in choosing and determining the method to be used to instill the values of discipline to the child so that the message can be really understood by students for the provision of life in the future There are somes methods to instill the discipline values to the children that can be offered in this paper, namely the model of authoritarian, permissiveness and democracy discipline, or method of storytelling or it could be a habituation method. According to the writer, of course each of these methods has its advantages and disadvantages. Therefor teachers or parents in instilling the discipline values  to the children shall be adjusted situation and condition of the child and understand the theories of child development offered by the experts

One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.

Early childhood education is the basis for the development of individual character in his future life. Teachers are not only required to master the fields of science, teaching materials, and methods, but also must be able to motivate students to have skills, be creative and have broad insights. This relates to the potential that exists in the community that has not been carried out optimally, so it requires the involvement of other parties in this case universities to provide counseling and training to the community. Therefore, there was a training and counseling activity for kindergarten and TPA teachers located at the At-Taqwa Mosque.

This work forms part of the R + D + i ‘Training project in Spanish universities for professionals as agents of change in order meet the challenges facing society’ (Educación e Innovación Social para la Sostenibilidad (EDINSOST) 2017–2019). The purpose is to analyse the presence of sustainability in terms of curriculum content and training in competence for students, teachers and the curricula of Science of Education degree courses at the University of Seville. In this context, the curricula of the Degree in Early Childhood Education, Primary Education and Pedagogy have been analysed. Two questionnaires have been drawn up, and four reflection groups have been created—in which, a total of 49 teachers and 170 students have participated. The results show that there is a low presence of sustainability in Science of Education degree courses. The teachers express the opinion that they are engaged in sustainable initiatives and have an interest in ethical models. The students express a high degree of interest in receiving sustainability training. Findings provide information for introducing innovation into the university curriculum and the training of teachers and students in order to improve their competency in sustainability.

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children’s inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

Eating habits develop during the first years of a child's life, children learn what, when, and how much to eat through direct experience with food and by observing the eating habits of others. The aim of this study is to get a clear picture of the Eating program Healthy, starting from the planning, implementation, supervision, and evaluation as a case study of nutrition education; to get information about the advantages, disadvantages and effects of implementing a healthy eating program for children. This research was conducted through a case study with qualitative data analysed using Miles and Huberman techniques. Sample of children in Ananda Islāmic School Kindergarten. The results showed the Healthy Eating program could be implemented well, the diet was quite varied and could be considered a healthy and nutritious food. The visible impact is the emotion of pleasure experienced by children, children become fond of eating vegetables, and make children disciplined and responsible. Inadequate results were found due to the limitations of an adequate kitchen for cooking healthy food, such as cooking activities still carried out by the cook himself at the Foundation's house which is located not far from the school place; use of melamine and plastic cutlery for food; the spoon and fork used already uses aluminium material but still does not match its size; does not involve nutritionists. Keywords: Early Childhood, Eating Healthy Program References: Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Bandura, Albert. (2004). Health promotion by social cognitive means. Health Education and Behavior, 31(2), 143–164. https://doi.org/10.1177/1090198104263660 Battjes-Fries, M. C. E., Haveman-Nies, A., Renes, R. J., Meester, H. J., & Van’T Veer, P. (2015). Effect of the Dutch school-based education programme “Taste Lessons” on behavioural determinants of taste acceptance and healthy eating: A quasi-experimental study. 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AbstractSustainability is a Cross-Curriculum Priority (SCCP) in the Australian Curriculum and is intended to be integrated into teaching and learning where deemed appropriate by teachers. This article explores teachers’ knowledge, understanding, and beliefs about curriculum priorities and the situational context of teaching and learning in Queensland schools. In this article we discuss the ways in which teachers describe their relationship with sustainability education and the SCCP. Data were collected from interviews with 26 Queensland teachers, teaching across all year levels from early childhood to Year 12, as part of two different PhD research projects. Queensland teachers participating in both studies indicated strong support for the inclusion of sustainability within formal curriculum; however, this strong support did not translate into practice in most cases. As a result of curriculum and policy pressures, teachers indicated that despite their belief that Education for Sustainability (EfS) is important, few believe they have the time or support for teaching EfS. The current educational context teachers have described offers limited opportunity for teachers to integrate sustainability in ways that are meaningful and relevant to their students. The SCCP did not influence planning or teaching decisions, and many teachers were unaware of its existence. Data from both studies question the adequacy of current educational policy and curriculum documents for supporting teachers to engage with sustainability education.

The aim of this article is to present the possibility of the organisation of situations conducive to cooperation between pupils of early school age. In various parts of the article the following will be discussed: teacher-tutoring, and peer-tutoring in the Polish education system. The project Academic Centre of Creativity will be presented. This project was carried out by the research team at the Department of Didactics and Studies in the Culture of Education, Kazimierz Wielki University. The main objective of the project was to develop (testing and popularisation) of an innovative work model for teachers/students with the student based on Lev Vygotsky’s Sociocultural Theory. The research was carried out among the students of the first stage of education in grades I–III five “school exercise” located in Kujawsko-Pomorskie. The main part of the project ACK was a teaching experiment, during which observations were made, the activity of individual students and their participation in activities (group) was analysed in four areas: language, mathematics, science, and art. Owing to the multi-stage project, in the article emphasis was put on the practical aspect of the experiment, which was the organisation of the classroom culture as a social learning environment. During this process two forms of peer interaction were initiated: learning in collaboration and peer-tutoring. We analysed: the preparation phase conditions stimulating cooperation, the stages of development of collaborative learning and peer-tutoring, the benefits of collaboration and peer-tutoring (same-age peer-tutoring, cross-age peer-tutoring) among students of early childhood education.

A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. 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With rising childcare enrollments, caregivers have a unique opportunity to promote children’s nutrition education and healthy eating. Accurately identifying nutrition knowledge gaps amongst caregivers is necessary for professional development planning. Our aim was to design an early childhood education and care (ECEC) teacher nutrition knowledge questionnaire that satisfies psychometric criteria of validity and reliability. Items were based on the New Zealand Ministry of Health dietary guidelines, literature and expert advice. University students in their final year of a Bachelor of Science (BSc) in Human Nutrition (n = 40), and students with no nutrition background (n = 51) completed the questionnaire to assess construct validity; 35 BSc nutrition students completed the questionnaire two weeks later to assess reliability. The Mann-Whitney-U test and a median-split table assessed construct validity; Pearson’s product-moment correlation assessed test-retest reliability. Nutrition students achieved higher total and subcategory scores (p < 0.01). All nutrition students scored above the median of the combined group; 82% of non-nutrition students scored below the median. In testing reliability, first and second administration median scores for total and subcategories were significantly correlated (r = 0.43–0.78; p < 0.01). The questionnaire achieved construct validity and test-retest reliability and measured ECEC teachers’ nutrition knowledge for preschoolers.

Amount raised: $50,000 (180,000 AED). Background and context: Ana, an Arabic word which means 'I' in English, is a childhood cancer initiative under Friends of Cancer Patients. Ana seeks to raise awareness about the 7 common warning signs of childhood cancer and highlight the importance of early detection, in the United Arab Emirates. In 2018, the Ana initiative launched a 3-year undertaking aimed at using S.T.E.A.M. education to roll out an annual school championship titled “Ana-vation”, a play on words between “Ana” and “innovation”. Ana-vation strategically launched in February during national innovation month, at the Sharjah Center for Astronomy and Space Sciences Planetarium. During the launch, media was invited to observe and 15 participating schools from around the country were briefed on the 4-month championship, electronic components, timeline and expected deliverables. The Ana initiative partnered with a start-up of young engineers to form the Ana-vation team. Students were preselected by their science teachers, to represent their school. Aim: Ana-vation aims to inspire young students to become future researchers, doctors, scientist and engineers, through using innovation and S.T.E.A.M education. The program also offers a bridge to aware parents and teachers, by sending home pamphlets. Strategy/Tactics: Ana-vation is a 4-month campaign (February to May) that rolls out with 15 schools across the Emirates. The program involves the science teacher at each school, who selects 10 students to participate in teams of two (5 teams per school, totaling 75 teams). They have to use the electronic components in the Ana-vation robotic kits and recyclable materials found around their homes, to create a robot to answer in the challenge: “Create an innovative solution to raise awareness about childhood cancer signs and symptoms”. Throughout the 4 months, Ana-vation will conduct workshops at each of the 15 schools to mentor and engage with the students and teach them to code, using basic programing language. Program process: Championship launch - February Training and evaluation roadshows - March Debugging workshops - April Championship and awarding ceremony - May Costs and returns: To cover the cost of the kits + launch event + 15 road show school visits + workshop + award ceremony = $50,000 (180,000 AED) total or $3300 (12,000 AED) per school. FOCP approached corporates to adopt and sponsor a school at $3300. What was learned: Ana-vation was well received by participating schools and sponsoring corporates. It received high media coverage on TV interviews and print media. Offered corporates CSR opportunities, publically associate with a good cause and offered employees volunteer opportunities, plus chance to mentor and engage with young students. FOCP partnered with Manipal University film students and faculty to produce a short documentary on Ana-vation, to be submitted to the Sharjah Children Film Festival in September, to further highlight awareness.

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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