Effects of Classroom Practices and Funding Streams on Early Childhood Learning Outcomes

2020 ◽  
pp. 1-20
Author(s):  
Xin Ma ◽  
Jianping Shen ◽  
Karen Brandi ◽  
Xuejin Lu ◽  
Marc Baron
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Classroom Practices ◽  
Early Childhood Learning

scholarly journals Hubungan Kecerdasan Emosional terhadap Hasil Belajar Anak Usia Dini

2018 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Anisa Nurdiyanti ◽  
Yuyun Yulianingsih ◽  
Syamiyah Syamiyah
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Learning Outcomes ◽  
Rank Correlation ◽  
Sampled Data ◽  
Social Emotional ◽  
Significance Level ◽  
Group B ◽  
Intelligence Development ◽  
Early Childhood Learning

This study aims to determine the relationship of emotional intelligence in early childhood learning outcomes on aspects of emotional social development aged 5-6 years. This study uses quantitative correlational methods and approaches. The subject of this study was group B in one RA in Bandung City which amounted to 46 children. This study uses saturated samples, which means that all populations are sampled. Data collection techniques through observation sheets. The results of the analysis of research data using the calculation of the Spearman Rank correlation coefficient obtained a result of ρcount of 0.74. Meanwhile, the results of the calculation of the significance of the correlation test using t-test obtained the value of tcount of 7.33 and a significance level of 5% with db = 44 is 2.017. So, tcount = 7.33 > ttable = 2.017, and can be interpreted that there is a significant relationship between emotional intelligence and early childhood learning outcomes. In addition, the determination coefficient obtained is 55%. That is, emotional intelligence contributes as much as 55% of the results of early childhood learning in one RA in the city of Bandung. Keywords: early childhood, learning outcomes, emotional intelligence, development, social-emotional

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia

2021 ◽  
pp. 183693912110185
Author(s):  
Caroline Cohrssen
Keyword(s):  
Early Childhood ◽  
Learning Outcomes ◽  
Quality Standard ◽  
Early Years ◽  
National Guidelines ◽  
Form And Function ◽  
Learning Framework ◽  
National Quality ◽  
Planning Cycle ◽  
Standard Quality

An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.

Stimulation of Early Childhood Intelligence through Interest Approach based on the Family Environment in the Pandemic Era

2021 ◽  
Vol 7 ◽  
pp. 00008
Author(s):  
Ismaniar Ismaniar ◽  
Setiyo Utoyo ◽  
Nur Hazizah
Keyword(s):  
Early Childhood ◽  
Home Environment ◽  
Family Environment ◽  
Literature Study ◽  
Approach To Learning ◽  
Study Approach ◽  
The Family ◽  
Learning Programs ◽  
Early Childhood Learning ◽  
Stimulation Of

The application of learning programs from home as an effort to reduce the transmission of the covid virus has brought about several phenomena in the field, including learning stimulation that is not carried out optimally, parents feel very bothered, and children are depressed and so on. All of this happened allegedly because some parents did not understand the approach to learning in early childhood. This research uses a literature study approach by utilizing various sources, both printed and online. From the results and discussion, it can be concluded that; 1. To optimize the results of intelligence stimulation/learning done at home, parents must understand the characteristics of early childhood learning in general, including children who like to play, each child is unique, and children like to imitate people in their environment. 2. Learning will take place well if parents understand and adapt the interests or tendencies of each child. 3. Every available space/spot in the home environment can be a fun place for intelligence stimulation for children if parents have sufficient understanding of the characteristics of an early child and the different interests of each child.

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US

2018 ◽  
Vol 47 (6) ◽  
pp. 746-759
Author(s):  
J. D. Jayaraman ◽  
Saigeetha Jambunathan ◽  
Regina Adesanya
Keyword(s):  
Early Childhood ◽  
Elementary Teachers ◽  
Financial Literacy ◽  
Classroom Practices ◽  
The Us

scholarly journals PAUD Teacher Strategies in Supporting Learning in The Covid-19 Pandemic Period

2021 ◽  
Vol 6 (3) ◽  
pp. 599-607
Author(s):  
Fortina Verawati Sianturi
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Early Childhood Teachers ◽  
Teacher Strategies ◽  
Face To Face ◽  
Childhood Education ◽  
Early Childhood Learning ◽  
Great Energy

The existence of COVID-19 which still hit Indonesia until in November 2020 had a negative impact on education in Indonesia, especially early childhood education. This makes learning, which was a face-to-face system, must be changed to distance education. In order for learning to continue optimally, of course, the teacher must be able to apply different learning strategies. In the pandemic era, schools implement online learning strategies, including at the Playgroup level. Online learning for children, of course, presents its challenges for the teachers. This study aims to investigate online learning strategies at the playgroup level. Play is also a means for children to channel their great energy and discover new things that were previously unknown in a fun way. And this is certainly different from learning that is understood by adults with all the rules and demands at the end. Playing (while learning) in early childhood has a purpose that adults may not realize, where when a child plays, in fact he is developing the potential that exists within him to become a solid initial capital for himself in the future when facing problems in life. This paper is expected to provide references and education to parents and early childhood teachers in particular to be able to understand the world of early childhood, one of which is by understanding the nature of play and the meaning of play for early childhood. This is obtained by exploring various sources from several literatures from the results of research and thought where the results can be used for early childhood parents and teachers to be more precise in assisting and designing learning for early childhood so that the pearl of early childhood learning, namely playing while learning can be achieved.

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