Showing papers in "Early Childhood Education in 2017"

Programming in Preschool--With a Focus on Learning Mathematics.

Abstract: This article presents a teaching intervention where programming was used to facilitate preschoolers’ learning of mathematics, especially in their development of spatial thinking. In the interventio ...

03. Preschool teachers’ responses to challenging behavior: The role of organizational climate in referrals and expulsions

Abstract: Challenging behavior in preschool can lead to harmful outcomes for some children. While interventions have been shown to be effective in reducing or eliminating challenging behavior, evidence suggests that young children with challenging behavior are under-identified for services, increasing their risk for expulsion from early childhood programs. This study surveyed preschool teachers working in Florida Voluntary Prekindergarten (VPK) programs, to examine factors related to exclusion of children with challenging behaviors. Specifically, the study examined whether teachers’ perceptions of the organizational climate of their workplace, including access to behavioral supports, the utility of those supports and the consequences of referral predicted teachers’ responses to challenging behavior in their classroom. Results indicated: that teachers’ perceptions of the availability of resources to provide behavioral support varied by program type; that the quality of supervisory relationships was significantly related to teachers’ perceptions of availability of resources; and that teachers’ perceptions of the availability of resources to provide behavioral support was a significant predictor of child expulsion from preschool. The results of this study have implications for increasing the availability of behavioral supports and high quality supervision, as means of stemming the tide of expulsions of children from preschool programs.

Parental involvement in the philippines: a review of literatures

Abstract: Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents’ involvement in and expectations of their children’s development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children’s learning is increasingly moving toward a broader vision of the 21st century learning. As children’s educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children’s specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children’s education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school’s activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.

Fenomena Gadget dan Perkembangan Sosial bagi Anak Usia Dini

Abstract: This paper seeks to explain the picture of the gadget phenomenon that develops in early childhood in some areas, analyze the impact of gadgets for early childhood social development, analyze the social development of early childhood gadget users. By using the method of document study, the author then collects various documents of research to be analyzed by meta synthesis to produce final conclusions. Of the nine documents that researchers collect randomly from various sources, then got the end result that the phenomenon of gadgets has penetrated the area in Indonesia both urban and rural areas and at an early age (± 1 year to 6 years) have known and used gadgets. The social impacts raised from the children of this gadget user show positive data, meaning that gadgets greatly affect the behavioral development and social interaction. The social development of children using gadgets even to addiction is mostly they look passive in the association with peers, they prefer to be alone and comfotr with their gadget, their motor activity was very minimal. So that the optimization of a child's self-potential is required the participation of parents, which becomes the most important element in the formation and development of the child's personality.

Α motor creativity intervention in the Greek early childhood education settings

Abstract: Motor creativity has been positively associated with preschool children learning. The present study was set out to develop a motor creativity intervention using healthy lifestyle stimuli and test its efficacy in enhancing preschool children’s knowledge about health and changing their attitudes towards healthy nutrition and exercise. In Study 1, 101 preschool children were assigned into control and experimental groups. Children performed the Thinking Creatively in Action and Movement (TCAM) to measure motor creativity. The results of the repeated measures analysis of variance showed a significant increase in all dimensions of motor creativity in the experimental group. In Study 2, 138 preschool children were assigned into control and experimental groups. Children performed the TCAM, and completed the Health Lifestyle Evaluation Instrument and measures of attitudes towards healthy nutrition and exercise. The analysis of variance with repeated measures revealed a significant increase of knowledge towards health in the experimental group, but non-significant differences between the groups in the attitudes towards healthy nutrition and exercise. The findings provide valuable information about the effect of motor creativity in the learning process in kindergarten schools.

임신기 부부의 성격, 부부친밀감, 가족지지가 태아애착에 미치는 영향

Abstract: 본 연구는 임신기 부부의 성격, 부부친밀감, 가족지지가 태아애착에 미치는 영향력을 조사하는 것을 목적으로 하였다. 연구대상은 서울과 경기지역의 임신기 부부 156쌍을 대상으로 하였다. 자료분석은 SPSS통계 프로그램을 이용하여 기술통계, t 검증, 상관분석, 위계적 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 임신기 부부의 태아애착과 가족지지는 부부 간 차이를 보이지 않았고, 부부친밀감과 성격 특성 중 외향성, 친화성, 개방성은 임산부와 배우자 간 차이를 보였다. 둘째, 임신기 부부의 성격, 부부친밀감, 가족지지가 태아애착에 미치는 영향력을 살펴본 결과 임산부의 경우 성격이 외향성과 개방성이 높고, 부부친밀감이 높은 경우 태아애착이 높은 것으로 나타났다. 배우자의 경우 부부친밀감이 높고 가족지지가 높을수록 태아애착이 높게 나타났다. 본 연구결과를 토대로 임신기 부부의 태아애착을 증진시킬 수 있는 방법과 심리정서적 지원체계에 대해 논의하였다.

Pengaruh Gadget terhadap Kesehatan Mental Anak

Abstract: Mental health of children is a mental condition of children who do not experience mental illness, and the ability to think clearly, control emotions, and socialize with children his age. Mental health is less good in childhood can lead to more serious behavior disorders due to mental imbalance and emotional, and social life of children who are less good. One reason could be due to excessive use of gadgets. It can not be denied that the gadget has a positive or negative impact on the child's development. The positive effects such as gadgets can stimulate the senses of sight and hearing. Negative effects of gadgets on children include the brain growth is too fast, developmental obstacles, obesity, sleep disorders, mental illness, aggressive, dementia digital, addiction, radiation and not sustainable.

Comparing the Kindergarten Curriculum Framework of the Philippines and Malaysia.

Abstract: The Philippines and Malaysia are members of ASEAN who respond to the challenge of EFA goals and Work Plan on Education 2016-2020, particularly on Sustainable Development Goal (SDG) target 4.2: “By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” In response to this, the Philippines Department of Education (DepEd) through its K-12 Program, has made Kindergarten Education mandatory in the Basic Education Curriculum which paves way to the formulation of the new Kindergarten Curriculum Framework. On the other hand, the Ministry of Education (MOE) in Malaysia has also come up with its revised Kurikulum Standard Prasekolah Kebangsaan or National Preschool Standard Curriculum (NPSC) to meet new policy demands under the 2013-2025 Malaysia Education Development Plan (PPPM) and current needs. This paper takes cognizance on the role of curriculum as one of the significant components of the Kinder program as it compares the National Curriculum Standards of the two countries for the Kindergarten program with the aim to look into its developmentally appropriate curriculum features for better child growth, learning and development. Using Documentary analysis and NVivo, themes are identified and categorized from the interview and FGD of the kindergarten teachers, parents and principals from the selected government kindergarten school-respondents. Consequently, this study reveals some points of similarity and difference on kindergarten learning domains, teaching-learning processes, and issues in the current implementation of the Kindergarten program. The paper recommends that action be taken by the different program stakeholders in order to address quality delivery of the Kindergarten program.

Ammatin induktiovaiheessa olevien lastentarhanopettajan tehtävissä toimivien arvioita työnkuvastaan, osaamisestaan ja työn kuormittavuudesta

Abstract: © 2017 Eeva-Leena Onnismaa, Leena Tahkokallio, Jyrki Reunamo ja Lasse Lipponen & Suomen Varhaiskasvatus ry. – Early Childhood Education Association Finland. Peer-review under responsibility of the editorial board of the journal ISSN 2323-7414; ISSN-L 2323-7414 online Ammatin induktiovaiheessa olevien lastentarhanopettajan tehtävissä toimivien arvioita työnkuvastaan, osaamisestaan ja työn kuormittavuudesta

Flipping theory: ways in which children’s experiences in the 21st century classroom can provide insight into the theories of piaget and vygotsky

Abstract: Although established in the last century, the theories of two well-known psychologists, Jean Piaget and Lev Vygotsky continue to be used throughout the world to prepare teachers and caregivers of young ch ildren(ACEI/Wortham, 2013). From an historical perspective, their theories provide insight regarding children’s growth, development, and learning. Beyond a general understanding however, in what ways do the theories of Piaget and Vygotsky impact 21st century pedagogy, and what might the implementation of those theories look like in today’s classrooms? Observations of children’s experiences in two constructivist oriented classrooms help to provide connections between practice and theory. One classroom draws upon the work of Charlotte Mason, a pioneer of early childhood education in the late 1800’s and early 1900’s and considers the relevance of constructivist education as children examine themselves and develop high moral standards. The second example provides examples of constructivism from a more traditional kindergarten classroom, but one where a teacher uses principals of constructivism to guide developmentally appropriate practices for young children. The purpose of this article is to show how using examples of practice in early childhood classrooms can provide the means for learning about theories of learning and development. Rather than professors using practice to help students understand abstract theory, we flip this pedagogical practice to show how theory can be used with intentional reflection to help teachers understand the practice they

The Relationships between the Children’s smartphone Over-immersion and their Hyperactivity, Impulsivity and Inattention

Abstract: This study examined early childhood preservice teachers` beliefs about e-portfolios as an indicator of their understanding of professional teaching standards perceived through their experience in the development of an e-portfolio. Data were analyzed from 112 preservice teachers in an early childhood teacher education program in the U.S. Midwest. The results from hierarchical multiple regressions revealed that current program status and overall positive experience in the development of an e-portfolio were significant indicators of the preservice teachers` beliefs about e-portfolios reflecting their understanding of standards. The results also showed that lack of technology skills result in low understanding of the role of e- portfolios vis-a-vis the standards. The results highlight the importance of a positive experience in the development of eportfolios in helping preservice teachers better understand the standards pertaining to quality teacher education and standards-based performance. This study discusses educational implications for quality teaching and student learning promoted through the effective use of e-portfolios as a reflective tool in early childhood teacher education.