scholarly journals Issues in operating childcare centers in Malaysia

2021 ◽  
Vol 10 (3) ◽  
pp. 993
Author(s):  
Nor Azah Abdul Aziz ◽  
Nur Hanani Zakaria ◽  
Emilda Hashim ◽  
Roznim Mohamad Rasli ◽  
Erni Marlina Saari ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quantitative Methods ◽  
Wide Spectrum ◽  
Great Success ◽  
Childcare Centers ◽  
Diverse Range ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
Education Industry

<span>This paper discusses the qualifications of operators of Malaysian childcare centers, namely TASKA and TADIKA, and the challenges faced by practitioners in the industry of early childhood education (PAKK). This research used both qualitative and quantitative methods involving interviews and a survey. The sample study comprised 727 respondents consisting of 282 operators of TASKA and 343 operators of TADIKA. The research used a set of questionnaires and interview guidelines. The findings of the quantitative method showed the operators of TASKA and TADIKA had a diverse range of professional and academic qualifications, while the findings of the qualitative method highlighted a wide spectrum of challenges faced by operators of centers involved in the early childhood education industry. Collectively, such findings suggest that running a childcare center is fraught with a myriad of challenges encompassing economic, logistical, social, educational, and financial factors, which have to be addressed effectively. Certainly, prospective operators must seek assistance from those who are involved in the running, monitoring, and managing of such centers, notably experienced practitioners and relevant government officers. Also, to become successful entrepreneurs in this industry, they need to develop the passion and zeal to operate such centers with great success.</span>

scholarly journals Provision of Quality Education in Public Early Childhood Education Centres in West Pokot County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 7-17
Author(s):  
Mildred Chebet Chepkonga
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Quantitative Methods ◽  
Target Population ◽  
Quality Education ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
West Pokot

There is a global emphasis on the importance of providing quality early childhood education and care to all children. The issue of provision of quality early childhood education for arid and semi-arid regions of Kenya has received less attention as it contributes to the status of literacy of the whole population. This paper looks at the provision of quality education in public early childhood education centres also known as pre-primary schools in West Pokot County, Kenya. The study methodology incorporated qualitative and quantitative methods of research. This study took pragmatism as its philosophical paradigm. The study used a descriptive survey research design. The target population for the research involved 365 headteachers and 682 teachers. The sample size for the study was arrived at by taking 10-30% of the target population to act as the sample size that is 10% for headteachers and 30% for ECDE teachers. The research instruments used were; questionnaires and interview guides. The data collected was analysed using qualitative and quantitative methods. Quantitative data was analysed using descriptive statistics such as frequencies, percentages, means and standard deviation. Statistical Package for Social Science (Version 20.0) helped in coding, entry and analysis. Qualitative data was analysed using content analysis method. The study found out that provision of quality education was at average level (M=2.87, SD=1.13) in public pre-primary schools in West Pokot County. This means that half of the pupils in public pre-primary schools in the county are not receiving quality education and hence affecting their development in schools. Therefore, the paper recommends that adequate measures need to be put in place by the County Government of West Pokot County to ensure that public ECDE centres provide quality education through building more ECDE classrooms, employment of teachers on permanent and pensionable terms, provision of adequate instructional materials and meals programmes for remote schools to increase learners retention

scholarly journals Seven Student Motivations for Choosing the Department of Early Childhood Teacher Education in Higher Education

2020 ◽  
Vol 6 (2) ◽  
pp. 95-108
Author(s):  
Indana Elkhaira ◽  
Nidya Audina B.P. ◽  
Engkizar Engkizar ◽  
Munawir K. ◽  
Zainal Arifin ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quantitative Data ◽  
Quantitative Methods ◽  
Public University ◽  
Early Childhood Teacher ◽  
Education Department ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods

Choosing a career as an Early Childhood Education Teacher is both challenging and joyful.  Not everyone is interested in this profession except for those who have strong motivation. This study aims to identify students’ exact motivation to select the Early Childhood Education Department at Public University. This study uses combined qualitative and quantitative methods (exploratory mixed methods design). Sources of qualitative data were taken from twenty informants through in-depth interviews and analyzed using NVivo 10 analysis software, while sources of quantitative data were taken from a hundred correspondents and analyzed using SPSS 20 software. Both qualitative and quantitative data analyses showed that students have seven motivations to select the Early Childhood Education Department. Those seven motivations are: i) parents encouragement (81%); ii) job opportunities after graduation (83%); iii) loving kids (85%); iv) teaching is a noble profession (100%); self-will (70%); vi) the choice to be a teacher (76%); and vii) Early Childhood Education is not difficult, but joyful (80%). The study has successfully revealed seven students’ motivations for selecting the Early Childhood Education Department at Public University. This study’s results can be used as preliminary data for subsequent researchers to examine this problem in different contexts and issues. This study’s findings need to be continued by the next researcher by examining the correlation between motivational aspects with various other variables. However, this data can also be used as an initial reference for examining the issues and problems in different contexts.

scholarly journals Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible

2021 ◽  
Vol 45 (1) ◽  
pp. 291-310
Author(s):  
Susanne Garvis ◽  
Sivanes Phillipson ◽  
Shane N. Phillipson
Keyword(s):  
Public Policy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Diverse Range ◽  
Childhood Education ◽  
Research Areas ◽  
Research Perspectives ◽  
Education And Care ◽  
Teacher Aides

Early childhood education and care (ECEC) remains a priority area for public policy, internationally and in Australia. However, an analysis of empirical research published internationally up to 2008 has identified a bias toward positivist methodologies within a “scientific/psychological’ rather than educational perspective and with a focus on the interactions between preschoolers, family, and child care variables. For some researchers, this bias raises concerns that public policy in ECEC is based on limited research perspectives. This chapter examines research focusing on the Australian context and published between 2010 and 2014 to determine whether this bias exists in Australian research. We explore the quality of ECEC research to develop an overall understanding of the current situation of ECEC research in Australia. Our findings suggest that Australian research in ECEC is very dissimilar to research published internationally, especially in its reliance on qualitative paradigms and a focus on the educators (principals, teachers, and teacher aides). The strong qualitative focus may allow a diverse range of voices within the ECEC sector to be heard and identified, moving beyond traditional notions of historically marginalized individuals and communities that dominate other education research areas.

scholarly journals Edukacja zdalna oczami dwóch pokoleń nauczycieli wczesnej edukacji

2021 ◽  
pp. 7-14
Author(s):  
Anna Szkolak-Stępień
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Experience ◽  
Remote Education ◽  
Diverse Range ◽  
Level Of Education ◽  
Childhood Education ◽  
Two Generations ◽  
Research Problems ◽  
The Times

Remote Education through the Eyes of Two Generations of Early Childhood Education Teachers The aim of the article is to examine the views of early childhood education teachers about the realities of widely understood remote education. Due to the times of the pandemic, the research sample and the research itself is just a conversation with two teachers of early childhood education, taking into account the same research problems. The authors wanted them to be people who teach at the same level of education, with different professional experience and a diverse range of experiences. Both teachers were positive about the conversations. They were guided by the willingness to help and the curiosity of the research results.

scholarly journals 'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

2021 ◽  
Author(s):  
◽  
Judith Hamer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical World ◽  
Political Discussion ◽  
Diverse Range ◽  
Childhood Education ◽  
Study Centre ◽  
Education And Care ◽  
The Rich

<p>This thesis explores the multiple meanings of ‘community’ within early childhood education (ECE). Utilising a qualitative, interpretive approach, this exploratory case study has sought to gain an in-depth understanding of how teachers view the meaning of ‘community’ within a typical, non-community-owned ECE centre. Rogoff’s (1984, 1995) three planes of sociocultural activity (personal, interpersonal and institutional) have been utilised as a theoretical framework to more fully understand the rich context of this case study centre. Findings from this study highlight that practices of this centre primarily focus inwards on the education and care of the enrolled children and the support of their families within the ECE ‘centre community’. However, despite this, the teachers both collectively and individually also reflect a diverse range of views on the notion of ‘community’ in terms of people, place and connections, including views that look outwards to consider the child within the context of their wider social and physical world. This study concludes that there needs to be a much larger social and political discussion about the notion of ‘community’ within the wider ECE sector, including the role and provision of ECE, not only in terms of the care and education of children but within society as a whole.</p>

scholarly journals “ORGANIZATIONAL LEARNING,SOFT SKILLS OR HARD SKILLS: WHICH ARE MORE IMPORTANT TO REINFORCE TEACHERS INNOVATION IN EARLY CHILDHOOD EDUCATION PROGRAMS.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5052-5076
Author(s):  
Ahmad Et al.
Keyword(s):  
Early Childhood ◽  
Organizational Learning ◽  
Early Childhood Education ◽  
Quantitative Methods ◽  
Soft Skills ◽  
Simple Random Sampling ◽  
Mediating Effect ◽  
Innovation Capability ◽  
Childhood Education ◽  
Hard Skills

The purpose of this study was to measure the influence of hard skills and soft skills on teacher of early childhood education through organizational learning as a mediating variable. This study used quantitative methods. Data were collected by distributing questionnaires to all teachers in early childhood schools.Data were collected by using simple random sampling via electronic to theof early childhood education teacher in Jabodetabek. The number of returned and valid questionnaires was 300 respondents. Data were processed by using SEM with SmartPLS 3.0. The results of the study concluded that hard and soft skills had positive and significant influence on teacher innovation capability, both directly and indirectly through a mediating effect of organizational learning.

scholarly journals Early Childhood Education Teachers Consistency of E-Learning Programs

2021 ◽  
Vol 5 (2) ◽  
pp. 1799-1806
Author(s):  
Yuanita Kristiani Wahyu Widiastuti ◽  
Upik Elok Endang Rasmani ◽  
Siti Wahyuningsih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Learning Program ◽  
Childhood Education ◽  
Learning Programs ◽  
E Learning ◽  
The Government ◽  
Learning Plans

The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach

scholarly journals The “Othering” of Men in Early Childhood Education: Applying Covey’s Seven Habits

2016 ◽  
Vol 1 (1) ◽  
pp. 47-49
Author(s):  
Kevin McGowanv
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Women's Work ◽  
Early Childhood Educators ◽  
Diverse Range ◽  
Childhood Education ◽  
Women’S Work ◽  
Education Profession

How do early childhood educators, parents, and administrators really feel about men working with young children? Should men work as teachers of young children from birth through 8 years of age? Is this women’s work? Does explicitly and implicitly excluding men from the early childhood education workforce benefit the early childhood community’s commitment to diversity? Young children should have a diverse range of experiences including learning from men in their early childhood education settings (Bullough, 2015). In order to effectively recruit and retain more men into the early childhood education profession, early childhood education staff, parents, and administrators have to address their overt and covert “othering” biases toward men working in early childhood education environments.

Barriers to and facilitators of inclusion and equity in the workplace for diverse early childhood kaiako

2021 ◽  
pp. 25-30
Author(s):  
Veronica Griffiths ◽  
Erin Hall ◽  
Derek Hartley ◽  
Fleur Hohaia-Rollinson ◽  
Karen Illston ◽  
...  
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Working Conditions ◽  
Action Plan ◽  
Early Learning ◽  
Ministry Of Education ◽  
Diverse Range ◽  
Childhood Education ◽  
Aotearoa New Zealand

He Taonga te Tamaiti, Every Child a Taonga: Early Learning Action Plan 2019–2029 (Ministry of Education, 2019) presents goals directed towards strengthening quality provision in early childhood education (ECE) in Aotearoa New Zealand, including actions needed to attract and retain a diverse range of kaiako in the sector. Because “Kaiako are the key resource in any ECE service” (Ministry of Education, 2017, p. 59), they must feel safe, included, valued, and respected within early learning services and have good working conditions. We surveyed early childhood kaiako to find out more about the barriers to and facilitators of inclusion and equity in the workplace for diverse kaiako. The findings show that more can and should be done at all levels to support and protect the rights, wellbeing, belonging, mana, and needs of diverse kaiako in ECE.

scholarly journals 'It's all the things'? Exploring teachers' views on the notion of 'community' in early childhood education

2021 ◽  
Author(s):  
◽  
Judith Hamer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical World ◽  
Political Discussion ◽  
Diverse Range ◽  
Childhood Education ◽  
Study Centre ◽  
Education And Care ◽  
The Rich

<p>This thesis explores the multiple meanings of ‘community’ within early childhood education (ECE). Utilising a qualitative, interpretive approach, this exploratory case study has sought to gain an in-depth understanding of how teachers view the meaning of ‘community’ within a typical, non-community-owned ECE centre. Rogoff’s (1984, 1995) three planes of sociocultural activity (personal, interpersonal and institutional) have been utilised as a theoretical framework to more fully understand the rich context of this case study centre. Findings from this study highlight that practices of this centre primarily focus inwards on the education and care of the enrolled children and the support of their families within the ECE ‘centre community’. However, despite this, the teachers both collectively and individually also reflect a diverse range of views on the notion of ‘community’ in terms of people, place and connections, including views that look outwards to consider the child within the context of their wider social and physical world. This study concludes that there needs to be a much larger social and political discussion about the notion of ‘community’ within the wider ECE sector, including the role and provision of ECE, not only in terms of the care and education of children but within society as a whole.</p>

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