Millie Almy: Nursery School Education Pioneer

1995 ◽  
Vol 177 (3) ◽  
pp. 39-55
Author(s):  
Jane Lannak
Keyword(s):  
Early Childhood ◽  
Nursery School ◽  
Care Center ◽  
Preschool Education ◽  
Teacher Qualifications ◽  
Works Progress Administration ◽  
Childhood Education ◽  
Vassar College ◽  
Critical Issues ◽  
Lanham Act

Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals Love-Based leadership in early childhood education

2020 ◽  
Vol 4 (1) ◽  
pp. 109-120
Author(s):  
Satu Uusiautti ◽  
Kaarina Määttä
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Early Education ◽  
Care Center ◽  
Positive Development ◽  
Childhood Experiences ◽  
Day Care Center ◽  
Childhood Education ◽  
Educational Career

A day care center is not just any place where children can spend their day while parents are at work. How to ensure that children have good childhood experiences and how to sup-port their positive development from the very beginning of their educational career? In this study, we introduce the concept of love-based leadership and discuss its role and implemen-tation in early education. Love-based leadership in early education is a method that renews teachers’ professional skills. The Finnish early childhood education system offers favorable premises for love-based leadership in early education. The method should also be included in the curriculum of future early childhood education teachers.

scholarly journals PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

2021 ◽  
Vol 33 (2) ◽  
pp. 221-235
Author(s):  
Olena Litichenko ◽  
Olena Kovalenko
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Preschool Education ◽  
State Standards ◽  
Individual Development ◽  
Normative Documents ◽  
Childhood Education ◽  
European Experience ◽  
The Individual

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

scholarly journals Letramento Visual na Educação Infantil: uma Proposta de Ensino

2019 ◽  
Vol 20 (3) ◽  
pp. 327
Author(s):  
Ana Carolina Vieira de Brito ◽  
Alda Maria Coimbra Aguilar Maciel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Nursery School ◽  
National Curriculum ◽  
Narrative Structure ◽  
Childhood Education ◽  
Teacher Opinion ◽  
Educational Product ◽  
Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract                                                                                                   This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro.  The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

I. The Segregated Setting: Positive Values and Problems

1958 ◽  
Vol 52 (7) ◽  
pp. 249-254
Author(s):  
Jane Miller Kerina
Keyword(s):  
New York ◽  
Early Childhood ◽  
Social Service ◽  
Nursery School ◽  
School Setting ◽  
Personal Relationships ◽  
Blind Child ◽  
Childhood Education ◽  
The Third ◽  
The Social

The first two articles under this head outline positive values and problems in segregated and non-segregated settings, respectively, in early childhood education. The third article deals with two tendencies in parents and teachers that complicate the choice of setting. These papers were presented in February at the Third Institute of the Social Service and Groupwork and Recreation Departments of the New York Guild for the Jewish Blind. Summary In the segregated nursery school setting the blind child can learn at his own speed and in an atmosphere of understanding of his particular needs to begin to master the elements of his environment and thereby achieve a feeling of accomplishment. Within this setting this child can grow into an awareness of himself as a person of value and also begin to become aware of his limitations among others similarly limited. He becomes increasingly secure in personal relationships and if he has been treated honestly he will certainly have the ability to move without undue fear into the sighted or integrated setting. It must be remembered that the segregated setting is not the real world and that the blind child's presence here is temporary and for a special purpose.

scholarly journals Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

2019 ◽  
Vol 41 ◽  
pp. e43759
Author(s):  
Patrícia Domingos dos Santos ◽  
Franciele Cascaes da Silva ◽  
Bruna Weber Santos ◽  
Camila Isabel Santos Schivinski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Respiratory Infections ◽  
Nursery School ◽  
Acute Respiratory Infections ◽  
Education Professionals ◽  
Childhood Education ◽  
Nursery Schools ◽  
The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

scholarly journals Playworlds and Narratives as a Tool of Developmental Early Childhood Education

2020 ◽  
Vol 25 (4) ◽  
pp. 40-50
Author(s):  
P. Hakkarainen ◽  
M. Bredikyte
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Personality Development ◽  
Role Play ◽  
Preschool Education ◽  
Learning Activity ◽  
Childhood Education ◽  
Design Systems ◽  
Main Ideas ◽  
Research Collective

We shortly introduce some main ideas of a project of scientific research collective “School” (Shkola) led by academic V.V. Davydov. The collective elaborated a new project — “Concept of preschool education” [9] that would better meet the developmental and educational needs of young children and create the basis for learning activity at school. The project has inspired development of playworld pedagogy in Sweden and Finland. Now 30 years later, attempts to design systems of developmental early childhood education try to concretize central concepts of Davydov’s project. This article presents interpretation and elaboration of the main ideas of the project in playworld pedagogy developed in Scandinavian early childhood education. We propose a systematic transition from joint adult — children play, to independent children initiated play. Children’s personality development presupposes esthetic reaction and contradictory unity of affect and intellect in narrative role play. We have concluded that present attempts to design new developmental early childhood education programs cannot forget the ideas of the collective from the 1990’s.

scholarly journals Academic Motivation And Approaches To Learning In Predicting College Students' Academic Achievement: Findings From Turkish And US Samples

2015 ◽  
Vol 12 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Baris Cetin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Academic Motivation ◽  
Preschool Education ◽  
Approaches To Learning ◽  
School Education ◽  
Spring Semester ◽  
Childhood Education ◽  
The Us

The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.

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