scholarly journals Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level

2020 ◽  
Vol V (III) ◽  
pp. 152-165
Author(s):  
Misbah Malik ◽  
Fasiha Altaf ◽  
Mehwish Gull
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sampling Technique ◽  
Education Level ◽  
Research Approach ◽  
Structured Interviews ◽  
Childhood Education ◽  
Resource Rooms ◽  
Grade One ◽  
Phenomenological Design

Teachers use several methods to teach children in Early childhood Education classes. Storytelling and play-way methods are employed to teach initial concepts in a conducive and stimulating learning environment. The purpose of this study was to identify the mindfulness, utilization, and challenges faced by ECE teachers while teaching through these methods. The phenomenological design was employed by using a qualitative research approach. The ten ECE schoolteachers were selected as participants, who were teaching to grade one student through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. The research revealed that teachers were more aware of the storytelling method than the play way method. They were facing different challenges while using the storytelling and play-way method at the ECE level. It is recommended that resource rooms should be established for the provision of the best opportunities for training to ECE teachers.

scholarly journals ENTREPRENEURSHIP SKILLS AMONG YOUNG LEARNER THROUGH PLAY STRATEGY: A QUALITATIVE STUDY

2021 ◽  
Vol 9 (2) ◽  
pp. 64-74
Author(s):  
Najmonnisa Khan ◽  
Lubna Oad ◽  
Rabia Aslam
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sampling Technique ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Young Learners ◽  
Entrepreneurial Skills ◽  
Social Habits ◽  
The Many

Purpose: Entrepreneurship is a creative skill, offers theoretical and practical information to support individuals’ economic growth in society. The research examines teachers’ expectations and awareness of developing entrepreneurship skills among young learners and defines the connection between play strategy and entrepreneurial skills in early childhood education (ECE). Methodology: The researcher employed a qualitative research approach. The population of the study comprised of ECE teachers. A purposive sampling technique was used, and twelve ECE teachers were interviewed from six different ECE Centers District East and Central, Karachi.  Thematic analysis was used to analyze the data. Results: Findings showed that teachers have very limited knowledge or don’t have an understanding of entrepreneurship. According to them, this skill is related to business, and it can be done only through heavy investment. According to teachers’ opinions, it isn’t easy to teach students about entrepreneurship skills in early childhood education. However, they also stated that students are trained in preschools through multiple exercises. The play method is one of the many strategies that improve social behaviors; collaboration, exploration, projects, problem-solving, decision-making, and innovation. Students develop positive social habits through entrepreneurship skills (ES). The research reveals the essential relationship between play strategy and entrepreneurship skills. The study advises that schools equip potential entrepreneurs with early childhood education and play strategy that teachers be qualified to build Entrepreneurship skills among children.  Applications of the study: The findings of the study promote and activate the curriculum makers, textbook developers, and policymakers to develop entrepreneurship modules that help teachers to enhance their pedagogical skills to promote entrepreneurship skills among young learners through play strategies.     The Novelty of the Study: This study checked the concepts of entrepreneurship education through play strategies at the ECE level. Besides this, teachers’ perceptions and understandings about entrepreneurship skills at the ECE level were also explored.

scholarly journals Perspectives of Headteachers, Teachers, Parents and Caregivers about Early Childhood Education Program in Punjab: A Qualitative Study

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 309-316
Author(s):  
Saima Malik ◽  
Muhammad Zaheer Asghar ◽  
Laila Khalid
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Public Schools ◽  
Early Childhood Education ◽  
Qualitative Study ◽  
Educational Development ◽  
Qualitative Content Analysis ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Childhood Education

This study was aimed to investigate the perspectives of headteachers, teachers, caregivers, and parents about the prevailing Early Childhood Education (ECE) program in public schools of Punjab. Participants of the study were selected through a convenient sampling technique. Semi-structured interviews were conducted with 6 headteachers, 6 teachers, 3 caregivers, and 3 parents. Qualitative content analysis was used to analyze the collected data.  All data related to eighteen participants were coded. Clustering similar codes helped in identifying sub-categories from data. Several assertions were developed by comparing and contrasting various categories and sub-categories. The findings of this research highlighted the missing facilities of ECE in public schools i.e. separate ECE rooms, trained ECE teachers, absence of caregivers, unavailability of a separate budget for ECE, provision of ECE kit, well-equipped playgrounds, reluctant behavior of teachers as well as parents dissatisfaction with teachers’ performance.  The results of the study are useful for policymakers, administration of the Quaid-e-Azam Academy for Educational Development (QAED) to develop the program.

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

scholarly journals Classificação na Educação Infantil: discutindo propostas, concepções e práticas Rank in Early Childhood Education: discussing proposals, concepts and practices

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Edneri Pereira Cruz ◽  
Ana Coelho Vieira Selva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Common Property ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Structured Interviews ◽  
Childhood Education ◽  
Conceptual Clarity ◽  
Role Of Teachers

O estudo investiga como a Classificação vem sendo tratada na Educação Infantil. Em particular, as atividades propostas em livros didáticos e a atuação de docentes em sala de aula. Esta pesquisa contemplou: análise de livros didáticos de Matemática, observação de sala de aula e realização de entrevistas semiestruturadas com professoras desta etapa de ensino. De modo geral, tanto nos livros didáticos quanto nas propostas em sala de aula, as atividades apresentam-se como contexto fecundo para se explorar aspectos numéricos, geométricos e lógicos, com a predominância de atividades que previam o agrupamento de objetos que possuíam uma propriedade comum ou mesmo atributo. Na preocupação em tornar o conhecimento acessível e com significado para a criança, se perdeu em algumas atividades a clareza conceitual.The study investigates how the Classification has been treated in kindergarten. In particular, the activities proposed in textbooks and the role of teachers in the classroom. This research included: analysis of textbooks of Mathematics, classroom observation and carrying out semi-structured interviews with teachers of this educational stage. In general, both in textbooks as the proposals in the classroom, the activities are presented as fruitful context for exploring numerical, geometric and logical aspects, with the predominance of activities that provide for grouping of objects that had a common property or even attribute. The aim of making it accessible and meaningful to the child's knowledge, was lost in some activities the conceptual clarity.  

scholarly journals Thinking about Practice in Integrated Children's Services: Considering Transdisciplinarity

2012 ◽  
Vol 37 (3) ◽  
pp. 94-99 ◽  
Author(s):  
Andrea Nolan ◽  
Jennifer Cartmel ◽  
Kym Macfarlane
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Direct Result ◽  
Structured Interviews ◽  
Children's Services ◽  
Care Community ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Services ◽  
Role Confusion

Integrated service delivery in the early childhood education and care sector is burgeoning as a direct result of government agendas in Australia that privilege services for young children and families, especially those considered most vulnerable and at risk. In many cases this means reviewing and revising current practice to work more collaboratively with other professionals. This paper reports the findings of one aspect of a larger Australian study entitled: ‘Developing and sustaining pedagogical leadership in early childhood education and care professionals’. The focus of this paper is the understandings and practices of professionals in both Queensland and Victoria working in integrated Children's Services across the education, care, community and health sectors. The notion of transdisciplinary practice is also explored as a way to sustain practice. Qualitative data collection methods, including the ‘Circles of Change’ process, the ‘Significant Change’ method and semi-structured interviews were used. The findings indicate concerns around professional identity, feeling valued, role confusion and the boundaries imposed by funding regulations. Working in a transdisciplinary way was generally considered a useful way to move practice forward in these settings, although the ramifications for leadership that this approach brings requires further consideration.

scholarly journals EVALUASI HASIL AKREDITASI LEMBAGA PAUD SE-KOTA DEPOK

2019 ◽  
Vol 1 (2) ◽  
pp. 16-28
Author(s):  
Renti Oktaria ◽  
Lukman Hamid ◽  
Yuningsih Yuningsih ◽  
Suparti Suparti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Research Approach ◽  
Land Area ◽  
Childhood Education ◽  
Analysis Methods ◽  
Accredited Institutions

The objectives to be achieved in this study are to analyze (1) descriptive results of accreditation throughout Depok's early childhood education centers in 2018; (2) the results of the distribution of accreditation throughout Depok's early childhood education centers in 11 districts; (3) the results of accreditation based on the length of the school's establishment, land area, and accreditation experience in each kindergarten program. This study uses a mix method research approach with critical analysis methods and library methods, so as to present quantitative data simply and describe it in qualitative data. The findings are as follows: (1) The number of accredited institutions is still dominated by early childhood education centers with TK programs, namely 97 institutions out of 186 institutions that participate in accreditation or as much as 52% of the total early childhood education centers that participate in accreditation; (2) There is an inequality in the number of accredited institutions in 11 districts in Depok; and (3) High and low accreditation scores do not always relate to the length of standing, land area and experience of institutions in implementing accreditation.

scholarly journals When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic

2020 ◽  
Vol 45 (4) ◽  
pp. 336-347
Author(s):  
Hem Chand Dayal ◽  
Lavinia Tiko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Small Island ◽  
Research Approach ◽  
Childhood Education ◽  
Education And Care

In this study, we set out to explore how two private, early childhood education and care centres in a small island developing state in the Pacific are coping with schooling during the COVID-19 lockdown period. In particular, we used a case-study research approach to explore teachers’ feelings about the situation and what actions or strategies the centres have devised to continue to support education of young children. We also report on the challenges and opportunities that teachers have experienced in teaching remotely. The case studies suggest that teachers feel worried not only about their personal lives, but also about their professional lives as teachers. The findings also reveal how the two early childhood education and care centres innovate in delivering education in a time of severe crisis. Glimpses of success are visible in terms of making teaching and learning possible and meaningful even with very young children. These findings provide useful insights into teaching and learning during a pandemic.

scholarly journals “Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110318
Author(s):  
Ayooluwa Oke ◽  
Judith E. Butler ◽  
Cian O’Neill
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Structured Interviews ◽  
Childhood Education ◽  
Social Welfare Services ◽  
Childhood Care ◽  
Highly Skilled ◽  
Education And Care ◽  
Impact Of Technology ◽  
The Impact

Although the literature is replete with research that indicates the importance of qualified and highly skilled practitioners in the provision of quality Early Childhood Education and Care (ECEC), challenges to the retention of highly skilled graduates and the establishment of a professional ECEC workforce persist. This study investigates the barriers that hinder practitioners from obtaining higher level ECEC qualifications. It presents findings from the perspectives of practitioners ( n = 18) participating in the Early Childhood Care and Education (ECCE) Scheme using semi-structured interviews. This article is part of a doctoral study with practitioners and parents on quality in ECEC and the impact of technology on quality practice. Importantly, this article presents findings from the practitioner interviews as they relate to the barriers faced by practitioners in obtaining higher level qualifications. Findings indicate that practitioners value the role of qualifications in the provision of quality practice. Despite this, findings suggest that the likelihood of obtaining an ECEC degree is largely dependent on the practitioner’s financial situation. For example, in the absence of appropriate pay scales and occupational profiles, practitioners are forced to avail of social welfare services.

scholarly journals The Analysis of the Use of Audiovisual Technology in Learning and Its Impact on Early Childhood Cognitive in Early Childhood Education of Percut Sei Tuan Sub-district

2019 ◽  
Vol 2 (4) ◽  
pp. 405-414
Author(s):  
Ana Mulia ◽  
Anita Yus ◽  
Masganti Sitorus
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sampling Technique ◽  
Learning Material ◽  
Childhood Education ◽  
Use Of Technology ◽  
Power Point ◽  
And Control ◽  
The Impact ◽  
Technology In Learning

The use of audiovisual technology in learning can help educators deliver maximum learning material and create a pleasant learning atmosphere for children. This study is aimed to analyze the implementation of learning by using technology in early childhood education (PAUD) of Percut Sei Tuan sub-district and analyze the impact of the use of technology on early childhood cognitive in early childhood education of Percut Sei Tuan sub-district. This type of research uses descriptive research. The data analyzed are the results of observation, interviews and documentation. Samples taken in this study were obtained using purposive sampling technique. The data analysis stage is carried out namely data reduction, data classification, data presentation, and verification. The results showed that: Audiovisual technology in PAUD Percut Sei Tuan sub-district was still not fully used, from the overall indicators classified as in the sufficient category (36.3%) with a lack of the use of interactive CDs and projector screens. PAUD Percut Sei Tuan Sub-district uses audiovisual technology such as computers, in focus, laptops and speakers to display learning applications, games, videos, films, Ms. Word, and Power Point which help teachers in delivering learning material and control the class so that they become more orderly and calm. Audiovisual technology has an impact on early childhood cognitive in PAUD Percut Sei Tuan Sub-district. Based on the overall indicators in PAUD, the average is in the good category (67.1%), which includes indicators: reveal 4 objects based on their functions, reveal 4 differences from two objects, reveal the causal effects of 4 events, express 4 characteristics of objects based on color, size or shape, mentions 4 kinds of geometric shapes, and mentions 10 letters and 10 numbers with objects.

scholarly journals EDUCAÇÃO AMBIENTAL, CONSUMO E RESÍDUOS SÓLIDOS: AS CONCEPÇÕES DE PROFESSORAS DE EDUCAÇÃO INFANTIL

2020 ◽  
Vol 17 (1) ◽  
pp. 13-25
Author(s):  
Natália Teixeira Ananias Freita ◽  
Fátima Aparecida Dias Gomes Marin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Solid Waste ◽  
Preschool Teachers ◽  
Pedagogical Practices ◽  
Research Subjects ◽  
Structured Interviews ◽  
Childhood Education ◽  
Municipal Schools

The aim of this study was to discuss the formation of teachers and their conceptions and pedagogical practices in relation to Environmental Education in Solid Waste in the context of Early Childhood Education. The methodological notes concern the qualitative approach, of the "case study" type. Ten preschool teachers from the Municipal Schools of Kindergarten were listed as research subjects and the data were obtained through semi-structured interviews. In this article we present the discussions concerning the pedagogical conceptions about Environmental Education, Consumption and Solid Waste mentioned by the preschool teachers. The teachers' conceptions about Environmental Education permeate the bias of Environmental Awareness, linked to the child's relationship with the environment in which they live. Regarding Solid Waste, the teachers connect the theme with recycling. Most teachers understand the distinction between Consumption and Consumerism. We believe that Environmental Education in Solid Waste should be carried out in Early Childhood Education based on daily situations and guided by pedagogical practices appropriate to the children's possibilities of comprehension, which includes a good initial and continuous teacher training on environmental issues.

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