The morning news genre

1987 ◽  
Vol 10 (2) ◽  
pp. 182-198 ◽  
Author(s):  
Frances Christie
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Classroom Discourse ◽  
Learning Activity ◽  
Functional Grammar ◽  
Childhood Education

Abstract This paper aims to demonstrate how Halliday’s Functional Grammar (1985) may be used to illuminate educational questions, more specifically to illuminate the study of classroom discourse. Portion of a text from the lower primary school is examined. It is in fact drawn from a Morning News learning activity. It is argued that we can identify a “curriculum genre” in such a text, and that this has certain characteristic elements, giving it a particular schematic structure. These elements are identified, and two aspects of the functional grammar – namely, Theme and transitivity – are used with a view to proving the presence of the schematic structure. Through the examination, it is argued that the meanings children are constrained to make in the Morning News situation are of a limited kind, revealing a great deal about the limitations of much early childhood education.

scholarly journals Peningkatan Mutu Sumber Daya Manusia Lembaga Pendidikan Isalm Berbasis Sustainable Development Goals Di Yayasan Pendidikan Anak Saleh Kota Malang

2021 ◽  
Vol 5 (1) ◽  
pp. 182
Author(s):  
Anwar Sa'dullah ◽  
Triyo Supriyatno
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Primary School ◽  
Performance Appraisal ◽  
Rapid Development ◽  
Descriptive Analysis ◽  
Childhood Education

The dynamics of the development of educational institutions in Indonesia cannot be stopped, let alone limit the rapid development of institutions. Not a few institutions have closed down due to the lack of interest in the community to send their children to school. The problem basically concerns the quality of the institution, especially human resources who play a role as the subject or manager of the institution. For quality institutions, it is certain that they will not be displaced by global developments and the demands of the community for quality education. The research method of this article is qualitative research with a descriptive analysis approach. This type of research is a case study with a multi-case design considering the choice of two research institutions even though one shelter, namely early childhood education and primary school Anak Saleh Malang City. The results showed that early childhood education has four strategies in improving the quality of human resources, including: training, professional development, career development, and performance appraisal. One of the four strategies has the theme of developing human resources through workshops on the responsibilities of employees in schools and families. Meanwhile, the Saleh Children Primary School has three strategies for developing human resources, namely: monitoring, evaluation and follow-up. Among the three strategies, one of the activity designs is the awarding of employees through employee and teacher months including the involvement of parents in follow-up programs. Keywords: Quality, Human Resources, SDGs, Saleh Children

scholarly journals Playworlds and Narratives as a Tool of Developmental Early Childhood Education

2020 ◽  
Vol 25 (4) ◽  
pp. 40-50
Author(s):  
P. Hakkarainen ◽  
M. Bredikyte
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Personality Development ◽  
Role Play ◽  
Preschool Education ◽  
Learning Activity ◽  
Childhood Education ◽  
Design Systems ◽  
Main Ideas ◽  
Research Collective

We shortly introduce some main ideas of a project of scientific research collective “School” (Shkola) led by academic V.V. Davydov. The collective elaborated a new project — “Concept of preschool education” [9] that would better meet the developmental and educational needs of young children and create the basis for learning activity at school. The project has inspired development of playworld pedagogy in Sweden and Finland. Now 30 years later, attempts to design systems of developmental early childhood education try to concretize central concepts of Davydov’s project. This article presents interpretation and elaboration of the main ideas of the project in playworld pedagogy developed in Scandinavian early childhood education. We propose a systematic transition from joint adult — children play, to independent children initiated play. Children’s personality development presupposes esthetic reaction and contradictory unity of affect and intellect in narrative role play. We have concluded that present attempts to design new developmental early childhood education programs cannot forget the ideas of the collective from the 1990’s.

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 Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya

2015 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Jacinta R. M. ◽  
Rotich K. S.
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Target Population ◽  
Childhood Education ◽  
Simple Language ◽  
Descriptive Survey ◽  
The Impact

<p>The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.</p>

scholarly journals The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers

2021 ◽  
Author(s):  
Janice H. Kim ◽  
Mesele Araya ◽  
Belay Hagos Hailu ◽  
Pauline M. Rose ◽  
Tassew Woldehanna
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Limited Attention ◽  
School Closures ◽  
Childhood Education ◽  
Parents And Children ◽  
Phone Survey ◽  
Using Data ◽  
Parents And Caregivers

AbstractRecent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early childhood education (ECE). To address this gap, we identify the extent to which parents and caregivers with pre-primary school-aged children were engaged in their children’s learning during school closures in Ethiopia. Our focus on Ethiopia is of particular relevance given that ECE provision has expanded dramatically in recent years, aimed at ensuring children are prepared for primary school. Using data collected through a phone survey with 480 parents and caregivers, the results revealed that learning disruption due to COVID-19 school closures is likely to be substantial and will probably widen existing inequalities further. Many poorer households and those where parents or caregivers are not literate, are less likely to have child-oriented learning resources, and home learning activities between parents and children in these households are limited. The study highlights that greater attention needs to be paid to mitigate the threats of COVID-19 on Ethiopia’s recent gains in ECE, to prevent the pandemic from further reinforcing inequalities between children from advantaged and disadvantaged households.

scholarly journals Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery

2021 ◽  
Vol 11 ◽  
Author(s):  
Ignasi Navarro-Soria ◽  
José Daniel Álvarez-Teruel ◽  
Lucía Granados-Alós ◽  
Rocío Lavigne-Cerván
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Academic Success ◽  
Early Childhood Education ◽  
Primary School ◽  
Primary Education ◽  
Cognitive Skills ◽  
Odds Ratio ◽  
Aptitude Test ◽  
Childhood Education

The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

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