A survey of current Shanghai early childhood education through kindergarten directors’ self‐assessment

2005 ◽  
Vol 13 (2) ◽  
pp. 113-127 ◽  
Author(s):  
Zhu Jiaxiong ◽  
Zhou Nianli
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Self Assessment ◽  
Childhood Education

Early childhood education – students’ self-assessment of their teaching competences in the arts

2017 ◽  
Vol 4 (6) ◽  
pp. 77-90 ◽  
Author(s):  
Marijana Zupanic Benic
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Initial Teacher Education ◽  
Education Students ◽  
Self Assessment ◽  
Childhood Education ◽  
The Arts ◽  
Faculty Of Education ◽  
The University

The term ‘competences’ in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents. Keywords: Preschool education, competences, fine arts, music.

scholarly journals LiveWell in early childhood: results from a two-year pilot intervention to improve nutrition and physical activity policies, systems and environments among early childhood education programs in South Carolina

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meghan Slining ◽  
Sally Wills ◽  
Melissa Fair ◽  
Jen Stephenson ◽  
Stephanie Knobel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
South Carolina ◽  
Early Childhood Education ◽  
Data Collection ◽  
Post Intervention ◽  
Self Assessment ◽  
Childhood Education ◽  
Point Increase ◽  
Nutrition And Physical Activity

Abstract Background Early childhood education (ECE) settings are critical intervention targets for obesity prevention. This study evaluated a pilot two-year community-based participatory research (CBPR) project designed to assist ECE center directors and caregivers in policy, systems and environmental (PSE) change for improving healthy eating (HE) and physical activity (PA). Methods A two-year CBPR study was conducted in 10 licensed ECE centers in Greenville, South Carolina. The intervention consisted of five steps: [1] baseline data collection and self-assessment using the Nutrition and Physical Activity Self-Assessment for Child Care (Go-NAP SACC), [2] tailored goal setting and action planning, [3] technical assistance and access to resources, [4] post intervention data collection and re-assessment, and [5] celebration of success. Main outcome measures (HE and PA environments, practices and policies) were assessed using the Environment and Policy Assessment and Observation (EPAO) tool at baseline and 24 months. One classroom of 3–5-year-olds was randomly selected for observation from each center (mean of 12 children per classroom). Means and standard deviations were calculated for total PA, total nutrition and each subscale of PA and nutrition. Paired sample t-tests were calculated to assess changes in EPAO scales from baseline to post intervention. Results Ten ECE centers enrolled in the pilot study and eight completed the two-year intervention. Center-based goals were accomplished across all 8 ECE centers over the two-year intervention: 16 child nutrition goals, 6 outdoor play goals, 11 physical activity goals and 8 screen time goals across the entire sample. Nutrition policy and PA policy significantly improved (p < 0.05), with greater improvements in PA (10.0 point increase, p = .048) as compared to nutrition (3.3 point increase, p = 0.02). Conclusions Utilizing a CBPR approach, this two-year nutrition and PA PSE intervention in ECE centers improved ECE center HE and PA policies.

Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals

2021 ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Assessment Tool ◽  
Self Assessment ◽  
Childhood Education ◽  
Rights Of The Child ◽  
Education And Care ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Individual

This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).

scholarly journals Developing an Integrated Model to Early Childhood Education and Care in Vietnam: Perspectives of Early Childhood Educators

2021 ◽  
Vol 13 (2) ◽  
pp. 58-65
Author(s):  
Thanh Van Thai ◽  
Hien Ngoc Nguyen ◽  
An Nhu Nguyen ◽  
Thu Hung Phan ◽  
Hung Van Bui ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Assessment Tool ◽  
Integrated Model ◽  
Early Childhood Educators ◽  
Average Score ◽  
Self Assessment ◽  
Childhood Education ◽  
Education And Care

The partnership between school, family and community for the development and care of children has been interested in research by many scientists. This study aims to investigate Vietnamese early childhood educators’ perspectives on an integrated model to early childhood education and care in Vietnam. A self-assessment tool with 5 standards and 15 criteria was administered to 420 teachers working in 30 kindergartens across 6 provinces of Vietnam. The self-assessment tool considered 5 areas of the school, family and community partnerships, including: planning and building childcare education environments; connecting and sharing information between the school, family and the community in child care and education; coordinating in individual child education; making decisions about policies related to child care and education; and evaluating child development. Through average score analysis, the results show that early childhood educators in Vietnam stressed the significance of school, family and community involvement in early childhood education and care.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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