scholarly journals Establishing multiple languages in early childhood. Heritage languages and language hierarchies in German-English daycare centers in Switzerland.

2021 ◽  
pp. 1-12
Author(s):  
Anna Becker-Cavallin ◽  
Alex Knoll
Keyword(s):  
Early Childhood ◽  
Heritage Languages ◽  
Daycare Centers ◽  
Multiple Languages

scholarly journals Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

2021 ◽  
Vol 41 (1) ◽  
pp. 18-30
Author(s):  
Xigrid T. Soto-Boykin ◽  
Anne L. Larson ◽  
Arnold Olszewski ◽  
Veena Velury ◽  
Anna Feldberg
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Early Childhood Special Education ◽  
Children And Families ◽  
Research And Practice ◽  
Strength Based ◽  
Multiple Languages ◽  
Linguistic Backgrounds ◽  
Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

scholarly journals Bebês em creches nas zonas rurais do Brasil

2020 ◽  
Vol 6 (10) ◽  
pp. 264
Author(s):  
Patricia Maria Uchôa SIMÕES ◽  
Mariana Uchôa Simões BARBOSA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Rural Populations ◽  
Childhood Education ◽  
Daycare Centers ◽  
History Of ◽  
The Right ◽  
Educational Indicators

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de “Proinfância” en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a “Proinfância” como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

scholarly journals Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

2022 ◽  
pp. 1476-1502
Author(s):  
Eva Csillik ◽  
Irina Golubeva
Keyword(s):  
Early Childhood ◽  
Heritage Language ◽  
Applied Linguistics ◽  
Early Childhood Classroom ◽  
Heritage Languages ◽  
Multilingual Education ◽  
Short Period ◽  
The World ◽  
Language Survival

The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.

scholarly journals Professionalismens spændingsfelt – om principledet professionalisme i udviklingen af den pædagogiske læreplan i dagtilbud

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Naja Fibiger Hansen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research And Development ◽  
Development Project ◽  
Professional Commitment ◽  
Childhood Education ◽  
Educational Curriculum ◽  
Daycare Centers ◽  
Open Collaboration ◽  
University College

Øvrig forfatter: Peter Møller Pedersen, ph.d. Uddannelsesdirektør, University College Nordjylland ResuméI denne artikel fremlægges resultaterne af forsknings- og udviklingsprojektet ”Principledet professionalisme i udviklingen af den pædagogiske læreplan i dagtilbud”. Projektet handler om, hvordan man på en professionel og pædagogisk måde kan arbejde med en styrket pædagogisk læreplan i dagtilbud.  Projektet er gennemført som professionscirkler med et integreret forskningsspor i samarbejde med to daginstitutioner i Aarhus Kommune. Formålet har været at finde spor af en ny form for professionalisme, en professionalisme, den britiske professionsforsker Ivor Goodson kalder ”principledet professionalisme”. Det er en form for professionalisme, der hviler på sociale og etiske principper, og som fastholder de professionelles fagpersonlige engagement i et åbent samarbejde med omverdenen.  I professionscirklerne i projektet findes der klare empiriske spor af en principledet professionalisme i det, vi kalder professionalismens spændingsfelt. Gennem projektet udvikles en tankefigur, der kan være med til at identificere elementerne i den principledede professionalisme. Tankefiguren kan bruges i den løbende refleksion i det pædagogiske arbejde og som grundlag for en løbende dokumentation og evaluering af praksis.AbstractThis article presents the results of the research and development project “Principled Professionalism in the Development of the Educational Curriculum in Early Childhood Education”. The purpose of the project was (1) to find ways of working in a professional and pedagogical way with “the bolstered educational curriculum” which is on the verge of being implemented in Denmark and (2) to examine if there would be signs of what Ivar Goodson calls “principled professionalism”.  We organized five profession-circle sessions in cooperation with two daycare centers in Aarhus Municipality. During those sessions we found clear signs of professionalism grounded on social and ethical purposes which can maintain the professionals’ professional commitment in an open collaboration with the outside world. A figure is developed in order to identify the elements of principled professionalism. The figure can be used in the continuous reflection of pedagogical work and as the basis for continuous documentation and evaluation of practice, and might be helpful in the further process of translation of the bolstered educational curriculum into practice.

scholarly journals Early childhood development and urban environment in Mexico

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259946
Author(s):  
Francisco-Javier Prado-Galbarro ◽  
Carolina Pérez-Ferrer ◽  
Ana Ortigoza ◽  
Nancy Paulina López-Olmedo ◽  
Ariela Braverman-Bronstein ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Interactions ◽  
Urban Environment ◽  
Emotional Development ◽  
Early Childhood Development ◽  
Logistic Models ◽  
Childhood Development ◽  
Urban Context ◽  
Daycare Centers ◽  
Municipal Level

Background Childhood is considered the most important phase of human development; within it the period from birth to 5 years of age is particularly critical, given the speed at which changes occur. The context where children live can influence early childhood developmnent (ECD) by providing or limiting opportunities to learn, play and establish social interactions. This study explored the associations between characteristics of the urban environment and ECD in 2,194 children aged 36 to 59 months living in urban municipalities in Mexico Methods We obtained ECD information from the 2015 Survey of Boys, Girls, and Women (ENIM, for its Spanish acronym), measured with the Early Childhood Development Index. The urban environment was evaluated at the municipal level, considering variables from five environment domains: physical, social, service, socioeconomic, and governance. Multilevel logistic models were fitted to assess the association between urban environment characteristics and the inadequacy of ECD in general and by specific development domains: learning, socio-emotional, physical, and alpha-numeric. Results Inadequate ECD was inversely associated with the availability of libraries (OR = 0.55, 95% CI: 0.43, 0.72), and positively associated with population density (OR = 1.01, 95% CI: 1.01–1.02). For the specific ECD domains, inadequate socio-emotional development was inversely associated with the availability of libraries (OR = 0.66, 95% CI: 0.51, 0.85). Inadequate literacy-numeracy knowledge was associated inversely with the availability of daycare centers (OR = 0.56, 95% CI: 0.32, 0.97), and directly associated with the number of hospitals and clinics (OR = 1.87, 95% CI: 1.29, 2.72). Finally, the marginalization index was positively associated with inadequacy in the learning domain (OR = 1.80, 95% CI: 1.06, 3.03). Conclusions Some aspects of the urban environment associated with ECD, suggest that intervening in the urban context could improve overall child development. Investment in resources oriented to improve socio-emotional development and literacy (such as libraries and daycare), could foster ECD in Mexico.

scholarly journals God Taught Adam and Spoke to Moses: Language Origin, Functions and Early Multilingual Development

2019 ◽  
Vol 11 (5) ◽  
pp. 1
Author(s):  
Aladdin Assaiqeli
Keyword(s):  
Early Childhood ◽  
Longitudinal Data ◽  
Language Learning ◽  
Central Theme ◽  
Linguistic Development ◽  
Meaning Potential ◽  
Relevant Today ◽  
History Of ◽  
Multiple Languages ◽  
Do So

This work addresses a number of crucial themes in the history of linguistic enquiry — themes that are still relevant today. Aiming to encourage multiple language learning, and give potential stakeholders momentum to provide supportive multilingual environments for children, the paper first addresses the question of the origins of language or the naturalism-conventionalism debate, highlighting children’s innate potentiality for multilingual acquisition. Second, the paper highlights the pragmalinguistic functions of language, shedding light on the language-thought debate, and illustrating the centrality of language to our life, relations and the exercise of power. The paper, next, deals with the nature-nurture debate or the fantastic and prodigious potentiality of children to develop multicompetence in multiple languages with enviable unselfconscious ease. Drawing on records of longitudinal data comprising the linguistic development of three children raised as simultaneous bilinguals, the paper finally tackles the central theme of the study, providing evidence — both theoretical and empirical — that childhood multilingualism is not only legitimate and highly possible without any detriment of any kind, but also a great asset and a source of power; and that children who have the opportunity to expand their multilingual meaning potential from infancy or early childhood, and to maintain them throughout their lives are fortunate indeed; and therefore concludes that families and policymakers that can offer this critical opportunity to their offspring and citizens are highly encouraged to do so.

scholarly journals Results of a Primary Skin-Cancer-Prevention Campaign in Early Childhood on Sun-Related Knowledge and Attitudes in Southern Hungary

Cancers ◽  
2021 ◽  
Vol 13 (15) ◽  
pp. 3873
Author(s):  
Zsuzsanna Horváth ◽  
Csernus A. Evelin ◽  
Péter Oláh ◽  
Rolland Gyulai ◽  
Zsuzsanna Lengyel
Keyword(s):  
Early Childhood ◽  
Skin Cancer ◽  
Sun Protection ◽  
Skin Cancer Prevention ◽  
Protective Measures ◽  
Daycare Centers ◽  
Prevention Campaign ◽  
And Behavior ◽  
Sun Protection Practices

Avoidance of ultraviolet (UV) exposure in early childhood is important for reducing the lifetime risk of developing skin cancer. The goal of the present prospective, multicenter pilot study was to assess the sun-protection practices in kindergartens and daycare centers and to evaluate sun protection knowledge and behavior among caregivers employed in the surveyed facilities. The study consisted of two parts. A baseline questionnaire was completed by the caregivers in relation to knowledge regarding basic sun protection and sun protection practices of the participating facilities. Afterward, a thirty-minute presentation was hosted in reference to this topic. Six months following the presentation, a follow-up questionnaire was distributed among the caregivers, evaluating the attitude-related and behavioral changes towards children. A total of 153 caregivers from five daycare centers (children between 6 months and 3 years of age) and sixteen kindergartens (children between 3 and 7 years of age) willfully participated in our study. According to our results, the main source of information regarding sun protection originated from different types of media. We found that staying in shaded areas and the use of protective clothing were not frequent in the facilities. Following our presentation regarding skin types and sunscreen use, protective measures improved, but not significantly (p = 0.222). The majority (92.31%) of caregivers distributed the information throughout their environment and also to parents. Sun protection knowledge is necessary; however, motivation among caregivers and parents and involvement of children is also relevant. Hence, a continuous, repetitive educational program regarding sun-smart behavior is deemed essential.

scholarly journals Multiple Languages and the process of the Teacher Formation in Early Childhood Education

2021 ◽  
Vol 9 (5) ◽  
pp. 187-210
Author(s):  
Kézia Costa de Oliveira Rocha Carvalho ◽  
Maria de Fátima Ramos de Andrade ◽  
Maria da Graça Nicoletti Mizukami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Private University ◽  
Theoretical Background ◽  
Qualitative Approach ◽  
Teacher Formation ◽  
Childhood Education ◽  
The City ◽  
Multiple Languages

The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages ​​in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.

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