Constructing Early Childhood Curriculum and Assessing Young Children in Israel’s Mosaic of Cultures

2018 ◽  
pp. 1191-1210
Author(s):  
David Brody
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Curriculum

Including Playful Aggression in Early Childhood Curriculum and Pedagogy

2017 ◽  
Vol 42 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Jennifer L. Hart ◽  
Michael C. Nagel
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Curriculum ◽  
Curriculum And Pedagogy ◽  
Optimal Development ◽  
Communicative Development ◽  
Early Childhood Professionals ◽  
Learning Domains ◽  
Multiple Domains ◽  
Early Childhood Settings

THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.

scholarly journals Work and play in early childhood education: Views from Nigeria and South Africa

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Florence T. Ogunyemi ◽  
Lara Ragpot
Keyword(s):  
South Africa ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Special Reference ◽  
Early Childhood Curriculum ◽  
Ongoing Controversy ◽  
Childhood Education ◽  
Child Play

The work reviews the ongoing controversy over work and play within the framework of a constructivist early childhood curriculum. Educators and parents with narrow perception of play view it as mere physical actions of walking, clapping and singing outside class work. However, educators who hold a constructivist epistemological view of child play see play as educative, and possessing ingredients for stimulation that foster an all-round development of children. The paper examines various dimensions of play and work within a constructivist early childhood education paradigm, with special reference to playful learning. The authors argue that teachers of young children need to conceptualize play with a supportive policy and procedural environment that meet the criteria for evaluational, relational and instrumental relevance. Some challenges associated with the use of playful learning in early childhood education centres in Nigeria and South Africa are highlighted.

Teacher Assessment of Young Children Learning with Technology in Early Childhood Education

2012 ◽  
Vol 8 (4) ◽  
pp. 1-10
Author(s):  
Esther Ntuli ◽  
Lydia Kyei-Blankson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Teachers ◽  
Teacher Assessment ◽  
Early Childhood Curriculum ◽  
Teacher Understanding ◽  
Related Data ◽  
Technology In Instruction ◽  
Learning With Technology ◽  
Assessment Strategies

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.

scholarly journals 加拿大学前儿童公民教育： 时代背景、 内容向度与价值导向 （Young children's citizenship education in Canada: Background, content and values）

2020 ◽  
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Early Childhood Curriculum ◽  
Four Dimensions ◽  
Childhood Education ◽  
Civic Practice ◽  
Learning Frameworks ◽  
Background Content

Citizenship education for young children has been growingly emphasized by western countries. With the influence of global policy discourses, curriculum reform in early childhood education and studies of young children’s citizenship, citizenship education has become a key aspect in Canadian early childhood curriculum. Based on recent studies, this research forms a theoretical framework for citizenship education, which covers four dimensions of citizenship (political education, social education, subjectivity education and civic practice education). The early learning frameworks in Alberta, British Columbia and Nova Scotia are analyzed through thematic analysis. In general, citizenship education for young children in these three provinces reveal the following features: emphasizing young children’s rights and responsibilities, and advocating young children’s subject positions as citizens; the traditional citizenship is being changed and young children’s participation is highlighted as the root of democracy; young children’s citizenship lies in multiple discursive fields with indigenous perspective emerging.

Early Childhood Curriculum Leadership

2020 ◽  
pp. 227-246
Author(s):  
Daniel J. Castner
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Curriculum Design ◽  
Curriculum Implementation ◽  
Early Childhood Teachers ◽  
Curriculum Studies ◽  
Early Childhood Curriculum ◽  
Curriculum Leadership ◽  
Political Interests ◽  
The Status

This chapter puts theory and research in curriculum, leadership, and early childhood teaching in dialogue to consider possibilities for early childhood curriculum leadership. Structures of macro-curriculum design and micro-curricular approaches to curriculum implementation elucidated conceptual orientations, political interests, and processes involved in curriculum leadership. By building off of the strengths, while also recognizing the limitations of disparate factions of curriculum studies, the chapter concludes with a vision for democratic curriculum leadership. Democratic curriculum leadership simultaneously embraces critical awareness and pragmatic artistry to elevate the professional integrity of early childhood teachers. For these reasons, early childhood curriculum leadership has the potential to democratize early education, elevating teachers to the status of lead professionals who balance various and sometimes competing obligations of teaching young children.

scholarly journals 加拿大学前儿童公民教育： 时代背景、 内容向度与价值导向 （Young children's citizenship education in Canada: Background, content and values）

2020 ◽  
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Early Childhood Curriculum ◽  
Four Dimensions ◽  
Childhood Education ◽  
Civic Practice ◽  
Learning Frameworks ◽  
Background Content

Citizenship education for young children has been growingly emphasized by western countries. With the influence of global policy discourses, curriculum reform in early childhood education and studies of young children’s citizenship, citizenship education has become a key aspect in Canadian early childhood curriculum. Based on recent studies, this research forms a theoretical framework for citizenship education, which covers four dimensions of citizenship (political education, social education, subjectivity education and civic practice education). The early learning frameworks in Alberta, British Columbia and Nova Scotia are analyzed through thematic analysis. In general, citizenship education for young children in these three provinces reveal the following features: emphasizing young children’s rights and responsibilities, and advocating young children’s subject positions as citizens; the traditional citizenship is being changed and young children’s participation is highlighted as the root of democracy; young children’s citizenship lies in multiple discursive fields with indigenous perspective emerging.

scholarly journals Early childhood curriculum in Thailand: An investigation into perceptions of the cultivation of Thainess in young children

2021 ◽  
Author(s):  
◽  
Sureepan Iemamnuay
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Negative Impact ◽  
Multiple Case Study ◽  
Early Childhood Curriculum ◽  
Ministry Of Education ◽  
Multiple Case ◽  
The Government ◽  
Thai Culture

<p>In 2003, the Thai Government introduced a revised early childhood curriculum to replace the 1997 Pre-Primary Curriculum (Ministry of Education, 1997a). This was in response to social and economic changes in Thailand such as both parents working, increasing cultural diversity, and influences from other countries (Ministry of Education, 2003b; Renard, 2006). According to the Ministry of Education, these changes had a negative impact on the cultivation of Thainess and citizenship in a changing society. The 2003 Early Childhood Curriculum (2003-2017) provides a framework and specific guidelines for early childhood education and care for children from birth to 5 years of age (Ministry of Education, 2003b).  This study investigates how early childhood services addressed young children’s learning of Thai culture and identity when the early childhood services implemented the official curriculum. The investigation explored how services perceived the role of the government in supporting the cultivation of Thainess with young children. Parents’ perceptions of their participation in promoting Thainess with their children is also addressed.  The research design included a survey and a multiple case study, both carried out in two districts of central Bangkok: Klongtoey and Wattana. The survey received 235 responses while the multiple case study involved eight services. Semi-structured interviews were conducted with principals, head teachers, early childhood teachers, and parents. Document analysis was also used.  Findings revealed that the majority of the services integrated various aspects of Thai culture and identity into their daily programme despite the 2003 Early Childhood Curriculum not providing specific guidelines in this area. However, government regulations were key in promoting Thainess through young children’s participation in cultural activities and practices when attending early childhood services.</p>

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