scholarly journals Parent's literacy and pre-school education: a study of practices and problems of early childhood education in Pakistan

2010 ◽  
Vol 2 (2) ◽  
pp. 624-628
Author(s):  
Irshad Hussain ◽  
Sarwat Sultan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education

Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project

2008 ◽  
Vol 38 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Iram Siraj‐Blatchford ◽  
Brenda Taggart ◽  
Kathy Sylva ◽  
Pamela Sammons ◽  
Edward Melhuish
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education

scholarly journals Academic Motivation And Approaches To Learning In Predicting College Students' Academic Achievement: Findings From Turkish And US Samples

2015 ◽  
Vol 12 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Baris Cetin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Academic Motivation ◽  
Preschool Education ◽  
Approaches To Learning ◽  
School Education ◽  
Spring Semester ◽  
Childhood Education ◽  
The Us

The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.

scholarly journals Rozwiązywa(nie) zadań tekstowych – stare wyzwania i nowe potrzeby edukacji wczesnoszkolnej

1970 ◽  
pp. 213-232
Author(s):  
Barbara Nawolska ◽  
Joanna Żądło-Treder
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education ◽  
Human Needs ◽  
Mathematical Competencies ◽  
Early School ◽  
Standard Task

Every human needs the ability to solve problems. In early childhood education, the development of this skill can and should be implemented by solving text tasks. Meanwhile, according to a variety of analyses, a significant number of students are unable to solve these tasks. This is most likely the result of insufficient mathematical competencies of teachers in early school education and related teaching errors, mainly involving calculating exercises and solving tasks according to patterns. At the same time, students who are in fact unable to solve tasks but only limit themselves to the use of learned patterns, in non-standard task situations (not practiced at school) do quite well.

scholarly journals Obraz edukacji wczesnoszkolnej w wypowiedziach nauczycieli edukacji przedmiotowej

2020 ◽  
Vol 48 (1) ◽  
pp. 18-29
Author(s):  
Józefa Bałachowicz ◽  
Monika Kupiec
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Language Teachers ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Childhood Education ◽  
Knowledge Based ◽  
Early School ◽  
Ways Of Thinking

A look at the adaptation of students crossing the second educational threshold in the perspective of constructivism makes it clear that it is important to reach ways of thinking about early childhood education of 4th grade teachers. The early-school education model adopted by them translates to a large extent into the perception and evaluation of the resources of the 4th grade, which, in turn, sets the direction of the teaching communication activity in the school class, creating an environment for the student’s adaptation process at the beginning of learning in the 4th grade. The presented research adopts a phenomenographic perspective of collecting and analyzing data from semi-structured interviews with Polish language teachers from one environment. The results reveal how teachers describe and value early childhood education as a source of 4th grade resources. These ways of thinking about early school education, focusing on its determinants, have been interpreted as discursive knowledge. Based on the theory of Bernstein’s socio-pedagogical codes, an attempt was made to describe the mechanism of consolidating this perception of early childhood education. The dominant teaching discourse reveals the depreciation of the child’s previous experience related to the conditions of early school education, e.g. one teacher, active learning and teaching methods, descriptive assessment; and thus strengthens the obviousness of the hardships and failures of the Fourth graders that have always been experienced.

scholarly journals JOGOS, BRINQUEDOS E BRINCADEIRAS: A IMPORTÂNCIA PARA O DESENVOLVIMENTO INFANTIL

2015 ◽  
Vol 12 (3) ◽  
pp. 17-29
Author(s):  
Célia Cristina C Mota Evangelista ◽  
Marcos Lupércio Ramos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Behavior ◽  
Formal Education ◽  
School Education ◽  
Childhood Education

This paper analyzes the importance of play activities in early childhood education, providing conditions to cognitive, physical, motor, moral, emotional and learning / teaching children that level of formal education. The playful activity refers to all manifestations involving play and games to be developed, looking to adopt different strategies to be able to intervene positively in school education, child behavior and social.

scholarly journals Analysis of teachers’ understanding of child-centered approach implementation in pre-school

2015 ◽  
Vol 1 ◽  
pp. 358
Author(s):  
Jana Grava
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education ◽  
Child Interaction ◽  
Teaching Content ◽  
Child Centered ◽  
Education Process ◽  
Pedagogical Approaches

The pre-school education includes teaching content and methods, which ensures development of inquisitiveness, initiative and independency. This encourages child to explore skills, solve tasks and make decisions independently. That makes up the ability to think flexibly and be able to use knowledge in different life situations. Such conditions in education meet the guidelines of child-centered pedagogical approaches. Though the majority of preschools present themselves as supporting the child-centered approach, the conclusion is that the term "child-centered approach" is variously understood and interpreted. It makes variety of assumptions about early childhood education process. This article explores teachers' understanding of the factors which determines the childcentered approach, emphasizing the need to respect the interests of a child, to acquire the skills to select and solve problems. Basically, it is provided by adult and child interaction, based on a meaningful and respectful cooperation as a result of developing a child's selfexperience.

Social and Emotional Learning and Early Childhood Education: Redundant terms?

2018 ◽  
Vol 20 (3) ◽  
pp. 221-235 ◽  
Author(s):  
Amanda J Moreno ◽  
Mark K Nagasawa ◽  
Toby Schwartz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
School Education ◽  
Whole Child ◽  
Social Emotional ◽  
Compulsory School ◽  
Childhood Education ◽  
Social And Emotional

Social and emotional learning is a young field, but a very old concept. The idea that children require explicit instruction in social-emotional capacities is present in the writings of philosophers as far back as Plato, and partly constitutes the roots of the “whole-child development” and “developmentally appropriate practice” frameworks in early childhood education today. Nevertheless, early childhood education has recently been embracing and embraced by the modern global social and emotional learning movement in compulsory school education. Why would early childhood education do this, given its long tradition of prioritizing social-emotional pursuits and, in fact, serving as a model for the rest of the education continuum? Using Minow’s “dilemma of difference” framework, this article critically examines the question of which set of consequences the early childhood education field should choose in the current era—those of potentially superficially modularizing social-emotional concerns and comingling them with undesirable compulsory school education accountability structures, or those of continuing an embedded approach within a potentially generic whole-child philosophy that is difficult to implement in the real world. After considering early childhood education’s challenges with living by its own philosophy, the authors recommend a cautious but proactive acceptance of new social and emotional learning models within early childhood education because this allows a public interrogation of whichever values and methods for imparting them are chosen. The authors argue that an active alignment around social and emotional learning may buffer the early childhood education principles of democracy and child agency against the marginalization from political cross-currents they have historically experienced.

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