Playing With Environmental Education

2014 ◽  
Vol 30 (1) ◽  
pp. 134-135
Author(s):  
Amy Cutter-Mackenzie ◽  
Susan Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Free Play ◽  
Childhood Education ◽  
Early Childhood Pedagogy

This article represents the early collaboration of Cutter-Mackenzie and Edwards in early childhood environmental education. The article grappled with the notion of knowledge and its role in the teaching and learning of early childhood education. At that time, ‘knowledge’ was viewed as difficult to integrate with play-based approaches to learning in early childhood education due to reliance in the field of traditional theories of play as a basis for early childhood pedagogy. This meant that open-ended or free play dominated practice, where the role of the teacher was invariably to be seen but not heard.

scholarly journals Professionalism Enhancement of Ece Tutors Through K13 Learning Devices Production Training In Cibitung Tengah Village, Bogor Regency

2019 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Yenina Akmal ◽  
Hikmah Hikmah ◽  
Ika Subekti ◽  
Ichtineza Halida Hardono
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Moral Concept ◽  
Childhood Education ◽  
Average Education ◽  
Faculty Of Education ◽  
Interest And Motivation

<p><em>Abstract</em><strong> - The presence of Early Childhood Education (ECE) tutor in Cibitung Tengah Village Tenjolaya District Bogor Regency is really needed for early childhood in order to become a guide in the ECE institutions. The problem occurred is that the average education level of ECE tutor is diverse, from Middle School, High School, Associate Degree, and Bachelor Degree. In this condition, we can say that those ECE tutors had not had the knowledge and insight about the ECE, namely the 2013 Curriculum, the ECE concept, and the learning devices. Training, along with the research about the role of those training itself, are need to be done in order to answer this question for increasing the knowledge and insight of ECE tutor using action research method. The results showed the enhancement of conducted training, including the enhancement of interest and motivation to develop their knowledge and insight about the ECE. Extended with the existence of WhatsApp group as a platform for communication between ECE tutors and UNJ researchers in the efforts to enhance the professionalism of ECE tutors, in the context of mentoring, ECE Tutors in the Cibitung Tengah, Tenjolaya Village were also involved in the learning devices production training in order to apply the religious moral concept to the ECE in the teaching and learning process at the UNJ and also to observe Ceria Daycare of the Department of ECE, Faculty of Education, UNJ.</strong></p><p><strong>Keyword - </strong>Early Childhood Education (ECE), 2013 Curriculum, Learning Devices</p>

Play and Learning in Early Childhood Education

2018 ◽  
pp. 147-163 ◽  
Author(s):  
Dalila Maria Lino ◽  
Cristina Parente
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Free Play ◽  
Reggio Emilia ◽  
Early Years ◽  
Learning And Development ◽  
Childhood Education ◽  
Hands On ◽  
Learning Through Play

The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models—the High Scope, Reggio Emilia, and Montessori—integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks.

scholarly journals Approaches To Learning And Age In Predicting College Students’ Academic Achievement

2016 ◽  
Vol 13 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Baris Cetin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Personal Information ◽  
Negative Relationship ◽  
Approaches To Learning ◽  
The United States ◽  
Grade Point ◽  
Childhood Education ◽  
Study Process

The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students’ GPAs in the Early Childhood Education Department.  The sampling of the study consists of 166 students in total (158 female and 8 male; 86 junior and 80 senior) who studied at Georgia Southern University in the United States of America College of Education, Teaching and Learning Department’s Early Childhood Education program. The research model is a prediction study. The data in this study was collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and a personal information form. The findings were as follow: there was a positive relationship between students’ GPAs and the deep approach. There was a negative relationship between GPAs and the surface approach. There was no significant relationship between GPAs and approaches to the total score of learning. While there were no significant relationships between students’ ages and deep motivation and surface motivation strategies, an association was found between age and approaches to total scores of learning total . The approaches to total score of learning were not significant predictors of GPA.

Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education

2006 ◽  
Vol 22 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Amy Cutter-Mackenzie ◽  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Early Years ◽  
Content Area ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Early Years Education ◽  
The Relationship

AbstractIn recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.

Exploring the role of Malaguzzi’s ‘Hundred Languages of Children’ in early childhood education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ramashego S.S. Mphahlele
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Basic Education ◽  
National Curriculum ◽  
Policy Statement ◽  
Gauteng Province ◽  
Childhood Education ◽  
Structure Knowledge

Background: In the history of early childhood education (ECE), language is viewed as key in teaching and learning. Children in the ECE are mostly confined to verbal communication which, to a certain extent, restricts their imagination and inventive ability. Loris Malaguzzi, the founder of the Reggio Emilia educational philosophy, initiated the Hundred Languages of Children (HLC) as a pedagogical approach to enable children to interact and communicate.Aim: This study aims to explore the role of HLC through the experiences and views of the four ECE practitioners in the Gauteng province. Drawing on Gardner’s theory of multiple intelligences, the author argues that ECE children possess different kinds of minds, and therefore they learn in different ways.Setting: Two Early Childhood centres in the Gauteng Province of South Africa were selected for this study because they had adopted Malaguzzi’s HLC approach to constructing concepts to help children structure knowledge and organise learning.Methods: The author used one-on-one interviews to get ECE practitioners’ experiences on using Malaguzzi’s HLC. To corroborate the interviews’ data, the author conducted classroom observations and document analysis.Results: The participants viewed Malaguzzi’s HLC as an enabler to meet the requirement of the two sets of curricula from the Department of Social Development (the National Curriculum Framework for children from 0 to 4 years) and from the Department of Basic Education (the Curriculum Assessment and Policy Statement for 5-year-old children).Conclusion: The findings show a paradigm shift, as children become active constructors of their own knowledge.

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