Family involvement in early childhood education and care and its effects on the social-emotional and language skills of 3-year-old children

This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.

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IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI

Empowerment ◽

10.22460/empowerment.v7i2p142-153.983 ◽

2018 ◽

Vol 7 (2) ◽

pp. 142

Author(s):

Erika Rufaidah

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Language Development ◽

Language Skills ◽

Role Playing ◽

Social Emotional ◽

Improvement Strategy ◽

Learning Methods ◽

Planning Strategy ◽

Childhood Education

Abstract Development of Early Childhood Education (PAUD) learning includes the field of developing behavioral formation and the field of developing basic skills. The field of developing behavioral formation includes religious and moral and social emotional values. While the development of basic abilities includes language, cognitive, and physical or motoric abilities. One area of basic development that needs to be developed is language development. Language skills are important because speaking with children will express their desires and can communicate with others around them. Language is an expression of mind and knowledge when children will interact with others. Children who are growing and developing communicate the needs of their thoughts and feelings through language, The objectives of this research are: (1) Describe the planning strategy to improve the development of early childhood language through the role playing method in the macro play center. (2) Describe the implementation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (3) Describe the evaluation of strategies to improve the development of early childhood language through the role playing method in the macro play center. (4) Describe the results of strategies to improve the development of early childhood language through role playing methods in the macro play center. Learning methods that can be used to help improve children's language development are through the role playing method in the macro play center. With the role playing method in the macro play center, it is hoped that the development of children's language will be improved.Keywords: Language Development, Early Childhood, Macro Play Center

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Education for sustainable development in early childhood education in Finland

Journal of Teacher Education for Sustainability ◽

10.2478/jtes-2013-0014 ◽

2013 ◽

Vol 15 (2) ◽

pp. 91-102 ◽

Cited By ~ 4

Author(s):

Jyrki Reunamo ◽

Liisa Suomela

Keyword(s):

Sustainable Development ◽

Early Childhood ◽

Early Childhood Education ◽

Education For Sustainable Development ◽

Social Aspects ◽

Tree Model ◽

Specific Content ◽

Childhood Education ◽

The Social ◽

Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

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Pandemic Effects: Ableism, Exclusion, and Procedural Bias

Journal of Childhood Studies ◽

10.18357/jcs463202119970 ◽

2021 ◽

pp. 16-29

Author(s):

Kathryn Underwood ◽

Tricia Van Rhijn ◽

Alice-Simone Balter ◽

Laura Feltham ◽

Patty Douglas ◽

...

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Urban Communities ◽

Childhood Disability ◽

Childhood Education ◽

Rural And Urban ◽

The Social ◽

Education And Care ◽

Institutional Organization ◽

Inclusive Early Childhood

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

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FROM THE WELFARE STATE TO THE SOCIAL INVESTMENT STATE

Revista Direito das Relações Sociais e Trabalhistas ◽

10.26843/mestradodireito.v3i1.101 ◽

2019 ◽

Vol 3 (1) ◽

pp. 53-71

Author(s):

Maurizio Ferrera

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

The Political ◽

Social Investment ◽

Childhood Education ◽

Child Policy ◽

The Social ◽

Education And Care ◽

British Experience ◽

The Welfare State

This paper discusses the basic rationale which has inspired the intellectual and policy reorientation towards “social investment”, with particular attention to child policy. The firstsection outlines the main features of the social investment approach, contrasting it with the more traditional “Fordist” approach. The second and third sections explain why and how early childhood education and care canmake a difference in termsofbothefficiencyandequity.Thefourthsectionbrieflysummarizes the British experience under New Labour, while the fifth section discusses issues of quality and accessibility. The conclusion wraps up, underlining the need to step up the shift to- wards social investment, overcoming the political obstaclesto reform.

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Looking Back and Moving Forward: Historicising the Social Construction of Early Childhood Education and Care as National Work

Contemporary Issues in Early Childhood ◽

10.2304/ciec.2007.8.2.144 ◽

2007 ◽

Vol 8 (2) ◽

pp. 144-156 ◽

Cited By ~ 16

Author(s):

Sandie Wong

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Construction ◽

Childhood Education ◽

The Social ◽

Education And Care ◽

Looking Back

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Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17031049 ◽

2020 ◽

Vol 17 (3) ◽

pp. 1049

Author(s):

Claire Blewitt ◽

Amanda O’Connor ◽

Heather Morris ◽

Aya Mousa ◽

Heidi Bergmeier ◽

...

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Literature Review ◽

Systematic Literature Review ◽

Social And Emotional Learning ◽

Teaching Quality ◽

Social Emotional ◽

Childhood Education ◽

Social And Emotional ◽

Education And Care

There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed.

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‘Investing’ in early childhood education and care in Aotearoa New Zealand: Noddings’ ethics of care and the politics of care within the Social Investment approach to governance

Global Studies of Childhood ◽

10.1177/2043610617747980 ◽

2017 ◽

Vol 7 (4) ◽

pp. 335-345 ◽

Cited By ~ 1

Author(s):

Andrea Delaune

Keyword(s):

Early Childhood ◽

New Zealand ◽

Early Childhood Education ◽

Ethics Of Care ◽

Social Investment ◽

Childhood Education ◽

Aotearoa New Zealand ◽

Childhood Care ◽

The Social ◽

Education And Care

This article draws from Nel Noddings’ ethics of care as a basis for analysing the political effects of the burgeoning Social Investment approach to governance in Aotearoa New Zealand. To assess the effects of the Social Investment paradigm of governance in relation to early childhood care and education, this article commences with an historical analysis of the relationships between the concepts of ‘care’ and ‘education’ through the history of Aotearoa New Zealand in relation to early childhood education and care. Following this, the burgeoning Social Investment paradigm will be charted. Then, the major principles of Noddings’ ethics of care are outlined and utilised to scrutinise current and potential effects the Social Investment paradigm will have on early childhood education and care and the discourses of ‘care’ and ‘education’. Foucauldian theories augment Noddings’ theories to highlight the bio-politics of care.

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