Research in India on Early Childhood Education and School Readiness: Some Learnings

2019 ◽  
pp. 19-32 ◽  
Author(s):  
Venita Kaul
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Childhood Education

Book review: Venita Kaul and Suman Bhattacharjea (Eds.), Early Childhood Education and School Readiness in India: Quality and Diversity

Social Change ◽  
2020 ◽  
Vol 50 (4) ◽  
pp. 624-626
Author(s):  
Kiran Bhatty
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Childhood Education

Venita Kaul and Suman Bhattacharjea (Eds.), Early Childhood Education and School Readiness in India: Quality and Diversity. Singapore: Springer Nature, 2019, 262 pp., EUR 93.08, ISBN: 9789811370069 (E-Book).

scholarly journals Constructing deficit data doppelgängers: The impact of datafication on children with English as an additional language

2019 ◽  
Vol 21 (3) ◽  
pp. 253-265 ◽  
Author(s):  
Mandy Pierlejewski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Communication Skills ◽  
Childhood Education ◽  
Number Of Children ◽  
Starting Point ◽  
Education And Care ◽  
The Impact ◽  
British Culture

In this article, an evaluation of the English early childhood education context reveals children constructed as data. The complex, chaotic and unpredictable nature of the child is reconstituted in numerical form – a form which can be measured, compared and manipulated. Children are reconceptualised as data doppelgängers, ghostly apparitions which emulate the actual embodied child. The focus of early childhood education and care thus moves from child-centred to data-centred education. The author specifically focuses on the impact of this aspect of the performative regime on children who have English as an additional language – an under-researched area in the field. Foucault’s work on governmentality is used as a theoretical lens through which to understand the process of datafication. The author uses a composite child, generated from a number of children from her experience as a teacher, as a starting point for discussion. This reveals children as disadvantaged, as their home languages are no longer used to assess communication skills. Their data doppelgängers are not useful to the teacher as they are unable to demonstrate a Good Level of Development – a key measure of school readiness in English policy. The author argues that in post-Brexit-vote Britain, subtle changes to early childhood education increase disadvantage, promoting white, British culture and thus marginalising those from other cultures.

scholarly journals A Review of Early Childhood Education (ECE) in Bangladesh: Status and Impact

2020 ◽  
Vol 12 (1) ◽  
pp. 59
Author(s):  
Rafiath Rashid ◽  
Abdeljalil Akkari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
School Achievement ◽  
Early Years ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Disaggregated Data ◽  
Child Learning

This literature review has evaluated the effort and promise of investing in early childhood education in the context of Bangladesh in terms of policy, access, quality and impact. The findings on access showed that with improved policies and provisions from government, there has been a dramatic increase in pre-primary enrolment where along with government other private providers have come up in the early-years education space contributing significantly in terms of providing access. The review could not find consistent and disaggregated data on the access and provisions for the younger cohort of children aged 3 to 5 years old who are supposed to be under early childhood education provisions according to the ECCD policy. The review found evidences of positive correlation between quality and child learning outcomes in the context of Bangladesh, however, the criteria, definition and interpretation of ‘quality’ for ECE is yet to be studied and implemented. It is quite evident from the review that there are variation of teachers’ qualifications and lack of materials and evidences of pedagogical practices in the ECE classrooms. Along with quality, this review found impact of ECE in two areas: school readiness and primary school achievement.

Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?

2016 ◽  
Vol 17 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Qilong Zhang
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
Emergent Literacy ◽  
National Curriculum ◽  
Childhood Education ◽  
Parents And Children ◽  
Te Whāriki

A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

scholarly journals Impact of Effectiveness of Early Childhood Education on Students Learning Outcomes in Pakistan

2021 ◽  
Vol 3 (2) ◽  
pp. 32-39
Author(s):  
Asifa Nawaz ◽  
Ijaz Ashraf ◽  
Aisha Siddique
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Monitoring And Evaluation ◽  
Early Years ◽  
Government Schools ◽  
Childhood Education ◽  
Structured Questionnaire

Learning occurs faster in the early years of life. Early Childhood Education (ECE) programs generally entail an acquisition of concepts, skills, and attitudes that lay the foundation for school readiness. This study aimed to examine the effectiveness of ECE on students learning outcomes and highlight problems related to the implementation of ECE program in District Faisalabad of Punjab province, Pakistan. All the teachers managing these ECE centres in Government schools of District Faisalabad were the population for the study. There were 313 ECE schools, and a sample of 173 ECE teachers was selected randomly (one teacher from each school). A well-structured questionnaire was used for data collection. The collected data was analysed through SPSS, and the results were interpreted. It was concluded that a lot of challenges existed. These include untrained ECE teacher, lack of financial resources, lack of learning and physical facilities, continuous mentoring and evaluation, and lack of awareness of the significance of ECE among people. These also have a significant influence on the effectiveness of the ECE program. In Consequence, the effectiveness of ECE programme has a significantly positive impact on students learning outcomes. It was recommended that emphasis should be placed to improve the provision of ECE and to address the problems related to its implementation. And That government should introduce a proper system for effective monitoring and evaluation to maintain a conducive environment for learning and for complete mainstreaming of the ECE program.

Parenting Support in an Early Childhood Learning Context

2017 ◽  
pp. 242-251
Author(s):  
Karen M. T. Turner ◽  
Cassandra K. Dittman ◽  
Julie C. Rusby ◽  
Shawna Lee
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Early Learning ◽  
Triple P ◽  
Learning Program ◽  
Childhood Education ◽  
Social And Emotional ◽  
Early Childhood Learning

Early childhood education and child care settings have the potential to support parents and promote children’s cognitive, social, and emotional development, with likely long-term positive impacts well beyond school readiness. This chapter describes the development and pilot testing of a parallel program to Triple P, the Positive Early Childhood Education Program, a professional development and learning program designed for early childhood educators and carers. Key considerations in applying such programs in the early education setting are discussed, including awareness of local regulations, fit with early learning philosophies, and developing an environment that promotes partnerships between educators and parents. Parameters for professional development in the sector are also explored, such as online learning and opportunities for practice and coaching in the context of a busy early learning setting.

Sign in / Sign up

Export Citation Format

Share Document