Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade

2015 ◽  
Vol 26 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Amanda Sullivan ◽  
Marina Umaschi Bers
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Second Grade ◽  
Early Childhood Classroom ◽  
Classroom Learning

scholarly journals The power of one-to-one coaching: Preparing pre-service teachers for the early childhood literacy classroom

2017 ◽  
Vol 19 (1) ◽  
pp. 85-87
Author(s):  
Elizabeth A Morphis
Keyword(s):  
Early Childhood ◽  
Undergraduate Students ◽  
Literacy Practices ◽  
Second Grade ◽  
Literacy Practice ◽  
Early Childhood Classroom ◽  
Timely Feedback ◽  
Literacy Course ◽  
Level Of Understanding ◽  
Elementary Child

This article focuses on a shift in the author’s approach to teaching a literacy course to a coaching-based model after observing pre-service teachers “struggle” to implement the teaching practices during on-site fieldwork with a kindergarten, first-, or second-grade child partner. The author discusses how she provided more timely feedback and instruction by coaching the undergraduate students who were taking a course she taught while the students were working with an elementary child partner and preparing a running-record assessment. Coaching provided the pre-service teachers with a deeper level of understanding of specific literacy practices in the early childhood classroom, and it afforded them the opportunity to reflect on the objective of the literacy practice in a way that let them better use it during their own teaching.

scholarly journals Pedagogical becoming : one teacher's journey toward social justice teaching in an early childhood classroom

2017 ◽  
Author(s):  
◽  
Laura Herring Darolia
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Critical Literacy ◽  
Social Action ◽  
Second Grade ◽  
Multiple Perspectives ◽  
Early Childhood Classroom ◽  
Grade Teacher ◽  
The Status ◽  
Social Justice Teaching

This dissertation followed the journey of a second grade teacher as she strove to create what she called a "social justice atmosphere" in her classroom. The teacher's pedagogical approach is situated within the literature on critical literacy, as she worked to interrupt the status quo, value multiple perspectives, and promote social action through the class read alouds on sociopolitical issues. In order to thoroughly depict her teaching processes, decisions, and roadblocks, a Foucauldian lens is used to track the micropractices of power swirling around her. Insights include a glimpse into the challenges of teaching using a critical literacy framework in early childhood settings, implications for teacher education programs and in-service professional development, and the affordances of using a post-structural lens in studies of critical literacy.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS II SD NEGERI 025 TELUK BINJAI DUMAI TIMUR

2018 ◽  
Vol 2 (3) ◽  
pp. 405
Author(s):  
Heldaenni Heldaenni
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Student Activity ◽  
Grade Ii

This research is motivated by the learning result of Social Sciences of second grade II students of primary school025 Teluk Binjai Dumai Timur which is still very low. This study aims to improve learning outcomes of SocialSciences students. From the data analysis there is an increase of both teacher activity, student activity, andstudent learning result, that is teacher activity at meeting 1 cycle I the percentage is 64% (enough) and atmeeting 2 increase to 76% (good). In the second cycle of meeting 3 increased again to 88% (very good) and at4th meeting increased to 96% (very good). Judging from the student activity also increased from the 1st cyclemeeting I was 62,5% (enough) and at the 2nd meeting increased to 70.83% (good). In cycle II the 3rd meetingincreased to 83,83% (good) and at the 4th meeting to 91.66% (very good). Judging from student learningoutcomes, the average base score of 60 increased to 70 in the first cycle of increase 10 points later in cycle IIincreased to 90 in cycle II large increase of 20 points. From the data analysis there is an increase both fromteacher activity, student activity, and student learning outcomes. It can be concluded that the advancement of themodel of cooperative learning type make a match can improve the learning result of Social Sciences of secondgrade students of SD Negeri 025 Teluk Binjai Dumai Timur.

IMPLEMENTING SIM-OVG MODEL IN LEARNING ECONOMICS AT SMA NEGERI 10 SAMARINDA

2019 ◽  
Vol 1 (2) ◽  
pp. 151-164
Author(s):  
Watini Watini
Keyword(s):  
Learning Outcomes ◽  
Classroom Observation ◽  
Second Grade ◽  
Learning Models ◽  
Group Presentation ◽  
Second Grade Students ◽  
High Level ◽  
Work Method ◽  
High Level Thinking ◽  
Passing Grade

The reason underlying the implementation of the present study was because there was a finding revealing that there were still several students from cross-economics class of XI MIPA having difficulties in understanding the lessons. In addition, the students also had a kind of thought that economics was just about memorizing things which was not interesting and challenging that resulted in their unsatisfied learning outcomes. Therefore, the SIM-OVG model needed to be implemented in the learning process. The instruments of the present study were observation and, students’ learning reports and work method. The population of the study was the second grade students (4 classes) who enrolled economics subject at SMA Negeri 10 Samarinda, whereas the samples of the study were the students of XI MIPA-1 class (cross-economics class) at SMA Negeri 10 Samarinda. The number of the population and samples was 101 and 23 students respectively. The study lasted for one semester. The description of the classroom observation, the students’ scores and the group presentation were obtained for the data analysis. After implementing the SIM-OVG model, the results showed that; 1) in the affective aspect, the students showed a better attitude, 2) in the cognitive aspect, there was an improvement on the students’ learning outcomes (before the implementation of SIM-OVG model in XI MIPA-1 class, 52,17% of the students did not reach the passing-grade, but after the implementation, 100% of the students reached the passing-grade, and they also looked enthusiastic in doing their assignments, and 3) in the psychomotor aspect, the students became more skillful, creative, and be able to perform high level thinking. The researcher suggested that the dissemination should be done through MGMP forum and SIM-OVG model workshop. In addition, the researcher also suggested the integration of SIM-OVG model with other learning models and hoped that every school provided adequate facilities to support the implementation of SIM-OVG model.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia

2021 ◽  
pp. 183693912110185
Author(s):  
Caroline Cohrssen
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Quality Standard ◽  
Early Years ◽  
National Guidelines ◽  
Form And Function ◽  
Learning Framework ◽  
National Quality ◽  
Planning Cycle ◽  
Standard Quality

An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.

Sign in / Sign up

Export Citation Format

Share Document