scholarly journals Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences

2021 ◽  
Author(s):  
Sofie Lindeman ◽  
Maria Svensson ◽  
Ann-Britt Enochsson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Theoretical Perspective ◽  
Digital Tools ◽  
Digital Competence ◽  
Learning And Development ◽  
Childhood Education ◽  
Teachers Experiences ◽  
Research Questions

AbstractThe aim of this study is to increase knowledge of teachers’ understanding and experiences of using, or not using, digital tools in Early Childhood Education (ECE). The study takes a domestication theoretical approach based on interviews with twelve teachers from nine ECE institutions working with play-based learning with children aged 1–5 years from four different municipalities in Sweden. The study answers the following two research questions: In what ways, and to what extent, do teachers integrate digital tools in their work? What practical, symbolic or cognitive aspects affect their work with digital tools? The teachers have integrated the digital tools to different extent. The most useful tools for working with the children are tablets and beamers, which are devices that can be used in various ways. Digital tools used for administration are domesticated to a greater extent than the tools teachers use with the children. The study further shows that important factors in the successful domestication of digital tools in ECE include digital competence, including pedagogical aspects, in combination with personal drive and professional learning and development.

Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?

2020 ◽  
pp. 183693912097906
Author(s):  
Linda Clarke ◽  
Tara McLaughlin ◽  
Karyn Aspden ◽  
Tracy Riley
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Early Childhood Teachers ◽  
Learning And Development ◽  
Quality Teachers ◽  
Childhood Education ◽  
Full Picture

Early childhood teachers’ professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers’ reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

scholarly journals Dialogue and Interaction in Early Childhood Education: A Systematic Review

2016 ◽  
Vol 6 (1) ◽  
pp. 51 ◽  
Author(s):  
Rocío García-Carrión ◽  
Lourdes Villardón-Gallego
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Later Life ◽  
Pedagogical Practices ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Learning And Development ◽  
High Quality ◽  
Substantial Impact ◽  
Childhood Education

<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>

scholarly journals Internalizing Nationalism Awareness in Early Childhood Islamic Education Institution with The Spirit of Aswaja an-Nahdliyah

2020 ◽  
Vol 5 (02) ◽  
pp. 251-266
Author(s):  
Dwi Istiyani ◽  
A.M. Wibowo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Method ◽  
Education Institution ◽  
Educational Institutions ◽  
Early Age ◽  
Childhood Education ◽  
Nahdlatul Ulama ◽  
Research Questions ◽  
Early Childhood Institutions

This study aims at describing and analyzing the internalization of national awareness through raudlotul athfal (RA; an Islamic early childhood education institution) with the spirit of Aswaja an-Nahdliyah. Aswaja an-Nahdliyah is an ideology adopted by Nahdlatul Ulama, a major Islamic religious organization in Indonesia. This study argues that the internalization of the national awareness needs to be instilled from early age to anticipate the influence of globalization which is feared to erode the original character of a nation. Within the study, the qualitative method was adopted in order to answer two research questions: (1) how Islamic early childhood educational institutions develop nationalism awareness through the teachings of Ahlusunnah wal Jamaah; and (2) how the institutions construct the awareness of nationalism through the teachings of Ahlusunnah wal Jamaah. The results of the study show that the internalization of nationalism awareness through Islamic early childhood education institutions with the Aswaja an-Nahdliyah’s spirit has been carried out through curriculum content which has been systematically arranged in each research subject with the principle of considering early childhood characteristics. At the same time, the results of the study also show that the construction of nationalism awareness in the Islamic early childhood education institutions can be seen in Islamic holidays and national activities which were held on the Islamic early childhood institutions. 

scholarly journals Navigating Power and Subjectivity: Cultural Diversity and Transcultural Curriculum in Early Childhood Education

2019 ◽  
pp. 80-91
Author(s):  
Carolyn Bjartveit ◽  
Cheryl Kinzel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Professional Learning ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Professional Relationships ◽  
Transformative Change ◽  
Childhood Education ◽  
Group Members

Professional learning communities (PLC) can build partnerships among diverse stakeholders that support transformative change and uphold social justice. In this dialogic, reflexive piece, the authors explore how a newly formed PLC in Alberta is engaging individuals in relational practices and discussions about cultural diversity in early childhood education. Through sharing their subjectivities, field experiences, and current research, the group members are defining and exploring ways to coplan transcultural curricula in culturally diverse education settings. By recognizing subjectivities and differences and honouring the needs of all learners, the PLC is raising cultural awareness and mobilizing efforts to build capacity and strengthen professional relationships across Alberta.

scholarly journals Integration and Innovation in Early Childhood Education in Nigeria: Implications for Quality Teacher Production

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
V C Onu ◽  
William Emeka Obiozor ◽  
O E Agbo ◽  
Ezeanwu Chiamaka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Survey Research ◽  
Preschool Teachers ◽  
Public And Private ◽  
Childhood Education ◽  
Significant Difference ◽  
Research Questions ◽  
Descriptive Survey ◽  
Private Preschool

This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. It was equally revealed that are Early Childhood Education (ECE) programme in Nigeria is influenced by traditional, uncreative approaches. Thus, training and retraining of focus teachers and stakeholders in ECE was highly recommended

scholarly journals Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya

2017 ◽  
Vol 2 (3) ◽  
pp. 18
Author(s):  
Odundo Paul Amolloh ◽  
Ganira Khavugwi Lilian ◽  
Milimu Gladys Shaji
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Fine Motor ◽  
Digital Competence ◽  
Childhood Education ◽  
Similarities And Differences ◽  
Early Childhood Settings

Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.

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