Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom

2007 ◽  
Vol 179 (8) ◽  
pp. 1041-1054 ◽  
Author(s):  
Amita Gupta
Keyword(s):  
Early Childhood ◽  
Dramatic Play ◽  
Early Childhood Classroom ◽  
Children's Development ◽  
Children’S Development

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Impact Study: Early Education use and Child Outcomes up to Age 5

2020 ◽  
Vol 8 (10) ◽  
pp. 414-417
Author(s):  
David Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Child Outcomes ◽  
Impact Study ◽  
Childhood Education ◽  
Education And Care ◽  
The Subject ◽  
Children's Development ◽  
Children’S Development

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

scholarly journals ‘Grandmother, aren’t you going to sing for us?’ Current childcare practices and caregivers’ perceptions of and receptivity to early childhood development activities in rural Burkina Faso

2019 ◽  
Vol 4 (2) ◽  
pp. e001233 ◽  
Author(s):  
Jennifer Hollowell ◽  
Mari Dumbaugh ◽  
Mireille Belem ◽  
Sylvain Kousse ◽  
Tessa Swigart ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Burkina Faso ◽  
Early Childhood Development ◽  
Sub Saharan Africa ◽  
Childhood Development ◽  
Media Intervention ◽  
Sub Saharan ◽  
Children's Development ◽  
Children’S Development

IntroductionEffective stimulation and responsive caregiving during the first 2 years is crucial for children’s development. By age 3–4 years, over 40% of children in sub-Saharan Africa fail to meet basic cognitive or socioemotional milestones, but there are limited data on parenting and childcare practices. This study, conducted to inform the design of a mass media intervention, explored practices, perceptions, motivators and obstacles to childhood development-related practices among parents and caregivers of children aged 0–2 years in rural Burkina Faso.MethodsWe performed two rounds of six focus groups with 41 informants in two villages, using an adapted version of the Trials of Improved Practices methodology. These first explored beliefs and practices, then introduced participants to the principles and benefits of early childhood development (ECD) and provided illustrative examples of three practices (interactive ways of talking, playing and praising) to try with their children. One week later, further discussions explored participants’ experiences and reactions. Data were analysed inductively using thematic content analysis.ResultsExisting activities with young children were predominantly instructive with limited responsive interaction and stimulation. Participants were receptive to the practices introduced, noted positive changes in their children when they adopted these practices and found engagement with children personally rewarding.ConclusionInteractive, stimulating activities with young children did not appear to be widespread in the study area, but caregivers were receptive to information about the importance of early stimulation for children’s development. ECD messages should be tailored to the local sociocultural context and consider time limitations.

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

scholarly journals Finding Fitting Solutions to Assessment of Indigenous Young Children’s Learning and Development: Do It in a Good Way

2021 ◽  
Vol 6 ◽  
Author(s):  
Jessica Ball
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Ways Of Knowing ◽  
Learning And Development ◽  
Early Childhood Programs ◽  
Children’S Learning ◽  
Indigenous Children ◽  
Children's Development ◽  
Children’S Development ◽  
Children's Learning

Standardized, norm-referenced assessments of young children’s learning and development pose a number of challenges when used with Indigenous children, beginning with the very notion of the construct “early childhood” that runs counter to some Indigenous ways of knowing and being. Indigenous community leaders and knowledge keepers reject the idea that all children should develop according to a homogenizing universal standard that is not grounded in specific culturally based goals and practices surrounding children’s development and does not respect each child’s unique character. Three key problems arise with creating appropriate assessment of Indigenous young children’s learning and development: 1) assessment in early childhood programs is often done from the perspective of whether children are on track to be ready for school; 2) school systems, early childhood programs, and practitioners face a barrage of pressure to measure children’s “progress” against universalist norms derived from Euro-Western ways of knowing and goals for children’s development; and 3) knowledge of diverse Indigenous young children’s varied lived experiences in today’s urban and rural communities is extremely limited. This paper discusses these obstacles and draws from the author’s many years of collaborating with Indigenous children, families, and communities to co-create culturally relevant assessment in a good way.

scholarly journals Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

2019 ◽  
Vol 9 (2) ◽  
pp. 221-240
Author(s):  
Selda Aras
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Formative Assessment ◽  
Early Childhood Teachers ◽  
Collaborative Action Research ◽  
Assessment Practices ◽  
Systematic Observation ◽  
Collaborative Action ◽  
Children's Development ◽  
Children’S Development

The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.

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