Multiliteracies in Early Childhood Education

Education ◽  
2021 ◽  
Author(s):  
Claire McLachlan
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Research Literature ◽  
Early Years ◽  
Secondary Classrooms ◽  
Digital World ◽  
Wide Range ◽  
Multimodal Text ◽  
The Impact

The term multiliteracies was first used to encapsulate a wider view of literacy, taking into account the impact of the increase in communication channels and the prominence of cultural and linguistic diversity in the world. Some researchers argue that the traditional view of literacy is focused on a linear view of text, as something that can be read from left to right. In contrast, the term multiliteracies takes into account how literacy has been influenced by social, cultural, and technological change. A pedagogy of multiliteracies has been proposed as a way of explaining a broader view of literacy teaching and learning, which integrates multimodal “text,” including audio, images, sound, graphics, and film through technology. This approach enables teachers to be creative in the literacy classroom by integrating movies, the Internet, music, art, photos, and a range of other digital resources as part of literacy learning. Although much of the research in this field has been undertaken in primary and secondary classrooms, there is also a body of research in the early years, which is discussed here. As argued elsewhere, there is a case to be made for the term “early multiliteracies,” as children learn about the different forms of literacy prior to school entry and have often gained considerable skill in navigating literacy in a digital world. In many ways, young children exemplify the notion of “digital natives,” who simply grow up knowing that literacy encompasses a wide range of modalities. The topics explored in this chapter include the ways in which this concept has developed within the extant research literature. Although not a complete summary of available literature, the following sections highlight some of the key areas of research on this topic. These include the theorizing of multiliteracies for early childhood, as well as research on multiliteracies in early childhood classrooms, research on children and multiliteracies, multiliteracies in homes and community settings, and finally the assessment of multiliteracies.

Early Childhood Science

Education ◽  
2019 ◽  
Author(s):  
Christine Howitt
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Early Years ◽  
Formal Schooling ◽  
Early Childhood Science ◽  
Positive Attitudes ◽  
Wide Range ◽  
Before School

In this review, early childhood is defined as children from birth to eight years of age. This age range covers before school years, including child care, and the beginning years of formal schooling. These early years of life are considered crucial in shaping a child’s ability to learn and to think creatively. From birth onward, children actively explore their world as they attempt to make sense of what is around them. Due to its capacity to engage and stimulate children, science education in the early years has been recognized for its potential to improve many aspects of their cognitive and social development, including promoting the development of scientific thinking and science skills and encouraging positive attitudes toward science. Recognition of the importance of providing science-related experiences for young children, the acknowledgement of young children’s science competence, the provision of greater voice for young children, and more appropriate methodologies for working with young children that embrace their multiple ways of knowing have seen an increase in research in early childhood science learning since the early 2000s. This bibliography relates to early childhood science in the 21st century and focuses on the teacher, young children, and the environment in relation to the teaching and learning of science. In an attempt to present the wide range of research that has been published in this area, the bibliography covers different contexts, paradigms, and methodologies.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals The Promise of Creativity

2012 ◽  
Vol 6 (1) ◽  
pp. 389-407 ◽  
Author(s):  
Maxine E. Sprague ◽  
Jim Parsons
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
The Body ◽  
The Real ◽  
Digital World ◽  
Body Of Knowledge ◽  
Imaginative Play ◽  
A Priority ◽  
The Impact

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.

Not Just Playing Around

2011 ◽  
Vol 2 (2) ◽  
pp. 59-72
Author(s):  
Rebecca Petley ◽  
Jill Attewell ◽  
Carol Savill-Smith
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Handheld Devices ◽  
Nintendo Wii ◽  
Reluctant Learners ◽  
Wide Range ◽  
Health Related ◽  
Game Console ◽  
Mobile Phone Networks ◽  
The Impact

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” MoLeNET projects use a wide range of handheld devices with their learners including two handheld game platforms: the Sony PSP and Nintendo DS. A small number of projects have also experimented with educational and therapeutic use of the Nintendo Wii game console and experienced considerable success in engaging reluctant learners and supporting learners with difficulties and/or disabilities. This paper explores the impact that mobile game technologies have on teaching and learning for those involved in MoLeNET, including the development of academic and social skills and the improvement of mobility and health related issues.

The Identification of Language Impairment in the Selection of Specifically Language-Impaired Subjects

1990 ◽  
Vol 55 (3) ◽  
pp. 468-475 ◽  
Author(s):  
Rebecca J. McCauley ◽  
M. J. Demetras
Keyword(s):  
Language Impairment ◽  
Receptive Language ◽  
Research Literature ◽  
Language Impaired ◽  
Wide Range ◽  
Test Use ◽  
The Impact ◽  
Specific Number ◽  
Source Of Information ◽  
Selection Of

This review focused on the methods used to identify language impairment in specifically language-impaired subjects participating in 72 research studies that were described in four journals from 1983 to 1988. The single most frequent source of information used in the identification process was found to be test data. There was, however, considerable variability and, often, a lack of clarity regarding the specific number and identity of tests used. More specific findings on test use indicated that researchers routinely assessed both expressive and receptive language and that they used incomplete tests. When test scores used in identification and selection were examined, there was a wide range of score types, and age-equivalent scores were by far the most common and often the only type of score utilized. Conclusions are drawn regarding the impact of these findings on the interpretation and generalizability of this research literature.

scholarly journals Implementasi Pengembangan Karakter Keagamaan dan Potensi Kecerdasan Anak Usia Dini (Studi Kasus di PAUD Ceria dan Tamasha Valaq Pangkalpinang)

2015 ◽  
Vol 4 (2) ◽  
pp. 175
Author(s):  
Soleha Soleha ◽  
Adian Husaini ◽  
Endin Mujahidin ◽  
Didin Saefuddin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Childhood Education ◽  
Learning Plan ◽  
Potential Development ◽  
Annual Activity ◽  
The Difference ◽  
The Impact

<p>The existence of Early Childhood Education (PAUD) is immensely needed in the midst of our society. Still, there are many PAUD wich is not conduct yet their development process as required by mandate. Their existence are rarely concern and prioritize the quality of their institution, but quantity. Consequently, there are many PAUD which still have not conducted their learning process accordance with regulation, that is Permendiknas No. 58 year 2009 on standard of Early Childhood Education (PAUD). This research focused on the problem of implementation of early childhood religious character and its intelligence potentials, especially in PAUD Ceria dan Tamasha Valaq. Through its development the research tried to see the growth of religious and moral values, while the intelleigence was saw through physical, cognitive, language and socio-emotional potential.On the other side, the educational process was conducted using learn and play, exemplary, and internalization method apllied to the learners/kids. The research used a descriptive approach that tried to revealed phenomenon holistically and contextually by colleting data. The Early Childhood Education (PAUD) where this reasearh conducted is PAUD Ceria dan Tamasha Valaq in Pangkalpinang. Source of data is derived from Pangkal Pinang national department of education, Kindergarden Teacher Association (IGRA), Association of Indonesian Early Childhood Education (HIMPAUDI) Province Pangkalpinang, PAUD�s manager, teachers, representation of learners and their parents. Analyses method used by this research is qualitative method which used to find implementation of religious character intelligence potentials development in both of PAUD. The result showed that the process of learning conducted by both of PAUD already meet the standard of Early Childhood Education. Eventhough, each of PAUD have itself differencies. Implementation of religious character and intelligence potential development in their curriculum is adjusted with each institution due to absence of standard of curriculum. Learning plan areconsist of arranging annual activity plan, semester activity plan, weekly activity plan, and daily activity plan. According to the percentage of survey result, the impact of religious character development in both of PAUD is realy high. Significant average of every akhlak and its indicators is more than 50%. It proved that habituation and exemplary learning for early childhood are more effective.Result of intelligence potential development are vary due to the difference of aptitude and creativity of every child. From this research, researcher suggest the using of CTL (Contextual Teaching and Learning). It is suggested to make the teachers become more creative in developing the process of learning. As for developing intelligence potentials use the thematic development model systematically and holistically.</p><p>Keywords: Anak usia dini, karakter keagamaan, potensi kecerdasan</p>

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Exploring the Impact of Quality Early Child Education on Special Education

2019 ◽  
Vol 29 (3) ◽  
pp. 6-21
Author(s):  
Gabrielle Young ◽  
David Philpott ◽  
Emily Butler ◽  
Kimberly Maich ◽  
Sharon Penney
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Professional Learning ◽  
Daily Practice ◽  
Research Literature ◽  
Pedagogical Strategies ◽  
Effective Pedagogy ◽  
Special Education Needs ◽  
Education Needs ◽  
The Impact

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.

scholarly journals Experiment and Institutionalization: Clean Elections in New Jersey

2009 ◽  
Vol 7 (4) ◽  
pp. 371-392
Author(s):  
Michael J. Brogan
Keyword(s):  
New Jersey ◽  
Public Funding ◽  
Research Literature ◽  
Lessons Learned ◽  
Early Years ◽  
Party Competition ◽  
Structural Constraints ◽  
Public Campaign ◽  
The Difference ◽  
The Impact

There is not a general consensus among scholars about whether public campaign funding initiatives increase electoral competitiveness. U.S. focused research has found the effects of Clean Election (CE) funding present mixed outcomes (Mayer and Wood 1995; GAO 2003; Mayer, Werner, and Williams 2004; Werner and Mayer 2007) On the one hand, research has found that Clean Election funding creates more competitive elections (Bardwell 2002; Mayer, Werner, and Williams 2004). While on the other, Clean Election funding scholars have found that public funding of state legislative candidates has not caused elections to become more competitive (Mayer and Wood 1995; GAO 2003). One reason for the difference in the research literature is likely a result of the program being in its early years of implementation in the U.S. This paper provides a new technique for estimating the short-term and long-range effects of the program by experimenting on the New Jersey case which is designed to cope with limited data. It accomplishes this by creating simulated elections that are based on the lessons-learned in Arizona and Maine, as well as on structural constraints present in New Jersey. The experiment‟s results confirm the impact of Clean Elections is mixed: The impact of Clean Election funding increases intra-party competition but does not increase inter-party competition. Nevertheless, while the impact of Clean Elections does show some encouraging signs for proponents of electoral reform, it is unlikely to transform the electoral landscape by making elections more competitive. KEYWORDS: • public campaign funding • clean elections • political parties • elections • New Jersey • United States

scholarly journals Prediction Models for Early Childhood Obesity: Applicability and Existing Issues

2018 ◽  
Vol 90 (6) ◽  
pp. 358-367 ◽  
Author(s):  
Éadaoin M. Butler ◽  
José G.B. Derraik ◽  
Rachael W. Taylor ◽  
Wayne S. Cutfield
Keyword(s):  
Risk Factors ◽  
Early Childhood ◽  
Childhood Obesity ◽  
Statistical Models ◽  
Prediction Models ◽  
False Negative ◽  
Targeted Interventions ◽  
Wide Range ◽  
Early Childhood Obesity ◽  
The Impact

Statistical models have been developed for the prediction or diagnosis of a wide range of outcomes. However, to our knowledge, only 7 published studies have reported models to specifically predict overweight and/or obesity in early childhood. These models were developed using known risk factors and vary greatly in terms of their discrimination and predictive capacities. There are currently no established guidelines on what constitutes an acceptable level of risk (i.e., risk threshold) for childhood obesity prediction models, but these should be set following consideration of the consequences of false-positive and false-negative predictions, as well as any relevant clinical guidelines. To date, no studies have examined the impact of using early childhood obesity prediction models as intervention tools. While these are potentially valuable to inform targeted interventions, the heterogeneity of the existing models and the lack of consensus on adequate thresholds limit their usefulness in practice.

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