Implementation of Developmental Screening in Early Childhood Education: An Investigation of Process Variables and Acceptability

2021 ◽  
pp. 027112142110570
Author(s):  
Kristin M. Rispoli ◽  
Mackenzie Z. Norman ◽  
Sydney R. Nelson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Family Income ◽  
Screening Program ◽  
Developmental Screening ◽  
Future Research ◽  
Screening Process ◽  
Early Intervention Services ◽  
Childhood Education ◽  
Adequate Knowledge

Many children with developmental delays need early intervention services but do not receive them. Developmental screening provides the impetus for identification of delays and service referrals but is not used consistently across all early childhood education settings. We used an implementation science framework to examine attitudes and engagement in a developmental screening program across three early childcare centers. Teachers demonstrated adequate knowledge of screening following training in the screener and were highly engaged in the screening process. Teachers’ positive attitudes toward screening increased yet perceived barriers to regular use of screening in their practice remained unchanged. Family participation in the screening process varied across centers and suggested a trend between family income and participation. Future research is needed to target pervasive barriers to teachers’ use of screening, such as perceived difficulties in engaging parents in the screening process.

scholarly journals Konsep Pendidikan Anak Usia Dini Berdasarkan Al-qur’an

el-Tarbawi ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 193-120
Author(s):  
Nir wana ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Future Research ◽  
Literature Study ◽  
Modern Life ◽  
Childhood Education ◽  
Islamic Perspective ◽  
Important Stage

Early childhood education is an important stage to be prepared carefully and conceptually. The verses in the Koran can be used as a guide in providing the values of early childhood education in an Islamic way to face modern life today. This study aims to discuss early childhood education in the Koran, stages of early childhood education in the Koran, Surah Luqman, and the concept of early childhood education in the Koran, Surah Lukman. This research uses the literature study method. This study found that early childhood education has beneficial roles in life. This study also found seven stages of educating early childhood and six concepts of early childhood education in the Koran, Surat Luqman. A researcher hopes that this research can be useful for future research in the field of early childhood education from an Islamic perspective.

Review: Constructivism in the Classroom

1991 ◽  
Vol 22 (5) ◽  
pp. 422-428
Author(s):  
John Clement
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
International Congress ◽  
Future Research ◽  
Mathematical Education ◽  
Early Childhood Mathematics ◽  
Research And Practice ◽  
Childhood Education

The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research and practice in early childhood mathematics education.

scholarly journals Muslim Women’s Roles in Early Childhood Education

2019 ◽  
Vol 13 (2) ◽  
pp. 264-280
Author(s):  
Munirah Munirah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Muslim Women ◽  
Childhood Development ◽  
Future Research ◽  
Dual Function ◽  
Childhood Education ◽  
Role Of Women

The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of  early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women. Keywords: Role of Muslim Women, Early Childhood Education References: Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3 Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03 Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07 Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06 Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama. Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk. Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini. Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005 Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar. Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo. Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti. Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication. Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta. Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10 Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks. Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka. Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka. Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press. Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya. Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

scholarly journals Mentoring: A Strategy to Support Novice Early Childhood Educators

2016 ◽  
Vol 38 (2) ◽  
pp. 21-24 ◽  
Author(s):  
Laura K. Doan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Literature Review ◽  
Early Childhood Educators ◽  
Mentoring Programs ◽  
Future Research ◽  
Formal Mentoring ◽  
Culture Of Learning ◽  
Childhood Education

The mentoring needs of novice early childhood educators are identified within the British Columbian context, where graduates do not receive formal mentoring. Following a description of the problem, a literature review is provided on the following themes: how mentoring facilitates a culture of learning; characteristics of successful mentors; and the mentoring process. Examples are drawn from mentoring programs in New Zealand and Worcester, England. Leadership implications are discussed with an emphasis on future research on mentoring in early childhood education.

scholarly journals The 20 Hours Free Early Childhood Education Programme: A USA Perspective

2008 ◽  
Author(s):  
Brenda Bushouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Low Income ◽  
Family Income ◽  
Universal Access ◽  
Education Programme ◽  
Childhood Education ◽  
The Usa ◽  
Low Income Families

This article provides a comparative perspective on early childhood education (ECE) policy in the USA and New Zealand. The contrast between the two countries is significant. In the USA the federal government funds early childhood education only for the poor and disabled. Some individual states have created their own funding programmes, but again, they primarily target children from low-income families. Only a few provide universal access. By way of contrast, the New Zealand 20 Hours Free programme initiated in 2007 provides 20 hours of free ECE for three- and four-year olds regardless of family income. This article discusses the creation of the programme, starting with its genesis in 2005, and considers what are regarded as “wedge” issues, the controversy over the exclusion of private services and parent/whanau-led services, and the ongoing debate over the restriction on “top-up” fees. In the current global economic crisis, it remains to be seen whether the recently-elected National-led government will continue to fully fund the programme or revert to a subsidy strategy.

scholarly journals Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

2021 ◽  
Vol 12 ◽  
Author(s):  
Si Chen ◽  
Sharon Wolf
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Outcomes ◽  
High Income ◽  
Future Research ◽  
Limited Evidence ◽  
Middle Income ◽  
Childhood Education ◽  
Middle Income Countries ◽  
Low And Middle Income

Young children’s access to early childhood education (ECE) is increasing in low- and middle-income countries (LMICs), though often without attention to service quality. Monitoring quality requires classroom observations, but most observation tools available were developed in high-income western countries. In this article, we examine key issues in measuring ECE quality in LMICs and consider challenges and opportunities in balancing theoretical grounding, cultural- and contextual-adaptation, and empirical rigor. We then review the literature on observed classroom quality in LMICs, focusing on process quality. We find limited evidence that the constructs identified in high-income countries replicate in LMICs. Further, the very limited evidence that ECE quality measures used in LMICs predict child outcomes is almost exclusively cross-sectional and associations are mixed. We conclude by discussing how future research can build a stronger knowledge base about ECE quality and child development globally.

scholarly journals PENDAPAT KEPALA SEKOLAH DAN GURU PAMONG TENTANG KOMPETENSI PEDAGOGIK MAHASISWA PLP PGPAUD

Edukid ◽  
2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Syifa Rohmati Mashfufah ◽  
Ocih Setiasih ◽  
Cucu Eliyawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teacher ◽  
Mentor Teachers ◽  
Survey Method ◽  
Future Research ◽  
Study Program ◽  
Childhood Education ◽  
Instructional Evaluation ◽  
Academic Year

Principals  and  Mentor-Teachers’  Opinionson  The  Pedagogic Competence  Of  PGPAUD  FIP  UPI  Students  Taking  Professional  Internship Program  Academic  Year  2014-2015.  The  research  aims  to  find  the  opinions  of principals  and  mentor-teachers  on  the  pedagogic  competence  of  PGPAUD  FIP  UPI Students taking professional internship program in the academic year of 2014-2015. It adopted descriptive survey method. The population and sample of this research were all principals and mentor-teachers who supervised the professional internship program for 2014-2015 academic year. Data were collected using close-ended questionnaires as the instrument and were then analyzed with descriptive statistic.The principals’ opinion on the pedagogic competence of PGPAUDstudents taking professional internship program was  good  with  a  score  of  72.93%.  Mentor-teachers’  opinion  on  the  pedagogic competence of PGPAUD students taking professional internship program was good as well with a score of 62.06%. The research recommends that the instructional strategies used  in  improving  pedagogic  competence  be  more  applicative,  especially  for  the strategies used in teaching instructional evaluation, so that in addition to being able to identify  concepts  of  instructional  evaluation,  students  can  practice  applying  the techniques  in  the  field.  Future  research  is  suggested  to  raise  issues  on  pedagogic competence in the study program of Early Childhood Teacher Education in Indonesia to reveal further results and findings.The study program of Early Childhood Education is  recommended  to  create  more  competent  graduates  of  early  childhood  education teachers. Pendapat  Kepala  Sekolah  dan  Guru  Pamong  tentang  Kompetensi Pedagogik  Mahasiswa  PLP  PGPAUD  FIP  UPI  Tahun  Akademik  2014-2015. Tujuan  penelitian  ini  adalah  untuk  mengetahui  pendapat  kepala  sekolah  dan  guru pamong  tentang  kompetensi  pedagogik  mahasiswa  PLP  PGPAUD  FIP  UPI  tahun akademik 2014-2015. Metode yang digunakan survei deskriptive. Populasi dan sampel pada  penelitian  ini  adalah  seluruh  kepala  sekolah  dan  guru  pamong  yang  menjadi pembimbing  program  PLP  tahun  akademik  2014-2015.  Alat  pengumpulan  data penelitian ini menggunakan angket tertutup yang kemudian dianalisis dengan statistika deskriptif. Kepala sekolah  berpendapat tentang kompetensi pedagogik mahasiswa PLP PGPAUD adalah baik dengan nilai 72,93%. Pendapat guru pamang tentang kompetensi pedagogik  mahasiswa PLP PGPAUD adalah baik dengan nilai 62,06%. Rekomendasi penelitian  ini  agar  strategi  pembelajaran  yang  digunakan  dalam  meningkatkan kompentensi  pedagogik  lebih  aplikatif,  khususnya  untuk  strategi  pembelajaran matakuliah  evaluasi  pembelajaran,  sehingga  mahasiswa  selain  dibekali  pengetahuan mengenai konsep-konsep evaluasi pembelajaran, mahasiswa juga dapat berlatih untuk menggunakan  teknik-teknik  penilaian  di  lapangan  secara  langsung.  Untuk  penelitian selanjutnya  agar  dapat  mengangkat  permasalahan  mengenai  kompetensi  pedagogik pada program studi PGPAUD di Indonesia sehingga diharapkan peneliti mendapatkan temuan  baru  dan  memberikan  rekomendasi  untuk  program  studi  PGPAUD  dan menghasilkan lulusan-lulusan guru PAUD yang lebih baik lagi.

scholarly journals Social studies in early childhood education and care: A scoping review focusing on diversity

2020 ◽  
Vol 21 (4) ◽  
pp. 312-324
Author(s):  
Anette Ringen Rosenberg
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Studies ◽  
Cultural Diversity ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Future Research ◽  
Childhood Education ◽  
Educational Challenge ◽  
Education And Care

Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.

scholarly journals Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts

2020 ◽  
Vol 3 (2) ◽  
pp. 158-178
Author(s):  
Ryan W Pontier ◽  
Ivian Destro Boruchowski ◽  
Lergia I Olivo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Use ◽  
The United States ◽  
Early Years ◽  
Bilingual Children ◽  
Future Research ◽  
Childhood Education ◽  
Emergent Bilingual ◽  
Dynamic Language

The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed.

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