The Bridge between Policy and Practice: Implementors’ Belief Systems

1992 ◽  
Vol 2 (3) ◽  
pp. 345-354 ◽  
Author(s):  
Carol Z. Mcgrevin ◽  
Anne Spidell Rusher
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Belief Systems ◽  
Belief System ◽  
Educational Programs ◽  
The State ◽  
District Level ◽  
Educational Practices ◽  
Policy And Practice ◽  
Policy Makers

The belief system of teachers and principals regarding what constitutes sound educational practices for educating young children is a key ingredient in implementing successful early childhood educational programs. This fact must be taken into consideration by policy makers at the state and district level as they formulate policies affecting the education of our nation's young children.

Early Childhood Education Schools in Brazil

2018 ◽  
pp. 202-221
Author(s):  
Tizuko Morchida Kishimoto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
The State ◽  
Educational Practices ◽  
Japanese Education ◽  
Japanese Children ◽  
Childhood Education ◽  
The Third ◽  
Research Context ◽  
Brazilian Children

This chapter investigates play and interculturality between Brazilian and Japanese children in early childhood education schools in the state of Sao Paulo, Brazil. The research context is 27 schools in five cities with nursery and kindergarten. Three questions structure the article. The first deals with family motivations indicating Japanese education and culture as one of the reasons for choosing the schools. The second examines the objectives and educational practices, and the third explores the play and interculturality between Japanese and Brazilian children.

Early Childhood Intervention in China

2015 ◽  
Vol 18 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Yuzhu Zheng ◽  
Susan P. Maude ◽  
Mary Jane Brotherson
Keyword(s):  
Economic Development ◽  
Early Childhood ◽  
Young Children ◽  
Children With Disabilities ◽  
Service Providers ◽  
Developing Nations ◽  
Early Childhood Intervention ◽  
Educational Practices ◽  
Young Children With Disabilities ◽  
Childhood Intervention

Abstract With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other developing nations. This article discusses ECI in China including relevant policies, laws, and practices. Currently, the current policies and laws related to ECI are rarely implemented in China and ECI is facing immense problems. In order to help promote the re-examination of ECI in China, the authors suggest areas of improvement for policies and practices in China in order to better support children, families, and service providers.

scholarly journals Risks to Early Childhood Health and Development in the Postconflict Transition of Northern Uganda

2012 ◽  
Vol 2012 ◽  
pp. 1-16 ◽  
Author(s):  
Theresa A. McElroy ◽  
Stella Atim ◽  
Charles P. Larson ◽  
Robert W. Armstrong
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Group Discussion ◽  
Transitional Period ◽  
Northern Uganda ◽  
Policy And Practice ◽  
Future Health ◽  
Vulnerable Children ◽  
Early Childhood Health ◽  
Health And Development

Research from numerous fields of science has documented the critical importance of nurturing environments in shaping young children's future health and development. We studied the environments of early childhood (birth to 3 years) during postconflict, postdisplacement transition in northern Uganda. The aim was to better understand perceived needs and risks in order to recommend targeted policy and interventions.Methods. Applied ethnography (interview, focus group discussion, case study, observational methods, document review) in 3 sites over 1 year.Results. Transition was a prolonged and deeply challenging phase for families. Young children were exposed to a myriad of risk factors. Participants recognized risks as potential barriers to positive long-term life outcomes for children and society but circumstances generally rendered them unable to make substantive changes.Conclusions. Support structures were inadequate to protect the health and development of children during the transitional period placing infants and young children at risk. Specific policy and practice guidelines are required that focus on protecting hard-to-reach, vulnerable, children during what can be prolonged and extremely difficult periods of transition.

scholarly journals The Struggles of Attending Introductory English Courses in Bangladeshi Universities

2020 ◽  
Vol 3 (7) ◽  
pp. 223-234
Author(s):  
Md. Akteruzzaman ◽  
Shaila Binte Sattar
Keyword(s):  
Academic Success ◽  
Mixed Mode ◽  
Language Skills ◽  
The State ◽  
Policy And Practice ◽  
Policy Makers ◽  
International Language

Considering the recent economic milestone achieved by Bangladesh, a downright reformation has emerged as obligatory which is a sustainable and all-round delivery of English throughout the academic journey of all the learners. Still, students are found struggling with the elementary language skills while attending introductory English courses at the universities. This study, conducted in mixed-mode, recounts the findings based on the data collected from twenty-one universities. Through this investigative work, the researchers have tried to diagnose the reasons behind the struggles faced by the learners and attempt to explain such outcomes from the perspectives of the gaps between policy and practice, attitude towards English, and the state of ELT in Bangladesh. Findings suggest that the issue of maintaining the synergy between separate levels of education is ignored by the stakeholders as well as the policy makers since the policy itself fails to uphold the significance of English as an international language. In addition, faulty application of CLT in the learners’ secondary levels create a fearful image of English in their minds hindering them from conceptualising English as an international language as well as a tool for their future academic success.

LEITURA LITERÁRIA E A MEDIAÇÃO NO ESPAÇO DA EDUCAÇÃO INFANTIL: UM LEVANTAMENTO DE PESQUISAS E SUAS DISCUSSÕES

2020 ◽  
Vol 17 (1) ◽  
pp. 119-136
Author(s):  
Eliane Santana Dias Debus ◽  
Thamirys Frigo Furtado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Digital Library ◽  
The State ◽  
Literary Reading ◽  
Childhood Education ◽  
Theses And Dissertations

The article presents the State of Knowledge that sought to map the studies on collective spaces and time of literary reading in Early Childhood Education, for this purpose we performed the cut between the years 2008 to 2019, totaling 11 years of searches in three databases: Associação Nacional de Pesquisadores em Educação (ANPEd), Scientific Electronic Libray Online (Scielo) and Digital Library of Theses and Dissertations (BDTD). The works raised are linked to the theme of greater research that investigates the collective spaces and times of literary reading in Early Childhood Education Institutions in Florianópolis (SC). We believe that surveys like this collaborate to understand what has been studied in the area and allows the expansion of a systematic repertoire on the studies in question.Although little research was found when referring to literature in EarlyChildhood Education, there has been an increase in these studies in recent years, which show young children as readers.

Possible Worlds, Possible Minds

Reading Minds ◽  
2020 ◽  
pp. 89-97
Author(s):  
Henry M. Wellman
Keyword(s):  
Early Childhood ◽  
Theory Of Mind ◽  
Young Children ◽  
Possible Worlds ◽  
Belief Systems ◽  
The World ◽  
Initial Framework

Across the world and across history, adults have developed widely divergent beliefs about people and their minds and actions, capacities and limits. Yet, these spring from, and depart from, early childhood theories, which are remarkably similar worldwide. This chapter considers what some of these divergent beliefs about people are like and how they arise from earlier understandings. How? Universal processes and beginnings allow and propel the development of vastly different belief systems, and theory of mind plays a particularly powerful role in these processes and outcomes. Human children worldwide share a framework theory of mind even when adults’ conceptions of people are less similar worldwide than children’s. Cultures have centuries in which to develop unique understandings of persons, selves, and societies. At the same time, all of them are grounded in the same initial framework of young children.

Formal preparation for early childhood arithmetic

1965 ◽  
Vol 12 (1) ◽  
pp. 56-58
Author(s):  
Anne R. Bravo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Educational Programs ◽  
Working Parents ◽  
Childhood Education ◽  
Disadvantaged Children ◽  
Logical Reason ◽  
School Entrance ◽  
Number Facts

One fact that stands out clearly in early childhood education is that children will be coming to school at an earlier age. The logical reason for this is the emphasis being given to the total education for disadvantaged children. This program calls for school entrance at ages three, four, and five so that these young children can acquire an adequate background for the intensive educational programs which await them. It is also true that children of working parents are coming to school earlier and in larger numbers than ever before. Since this trend will surely continue, teachers must plan formally for these newcomers. Formal preparation does not entail a listing of number facts, but it does require an understanding of the number experiences that children are having and have had before coming to school.

Risk literacy: Concepts and pedagogical implications for early childhood education

2017 ◽  
Vol 18 (3) ◽  
pp. 322-332 ◽  
Author(s):  
Zoi Nikiforidou
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Point Of View ◽  
Policy And Practice ◽  
Childhood Education ◽  
Risk Literacy ◽  
Risk Culture ◽  
The Relationship ◽  
Evolutionary Point

Taking risks and enjoying challenges are fundamental to the lives of young children from a developmental and evolutionary point of view. However, in modern societies, increasing concern about dangers and injuries has led to the escalation in regulation and provisions for the safety of young children. This intent to establish secure and risk-free environments for young children reaches, in some cases, the other end of the spectrum – that of overprotection, constraining children’s drive to explore, dare and experiment. This article explores the relationship between children and risk by focusing on the processes of thinking and acting, drawing on positive and negative discourses around risk. The article proposes that more interest should be directed towards enabling children’s own knowledge and understanding of risk, through early childhood education and risk literacy. The use of graphical representations, children’s probabilistic and possibility thinking, the risk culture of the classroom and a cross-curricular approach are pedagogical implications that could inform policy and practice in early childhood education aiming at present and future agents who are risk literate.

THE CONDITIONS OF FORMING ACTIONS WITH SUBJECTS AND MATERIALS IN EARLY CHILDHOOD

2019 ◽  
Vol 2 ◽  
pp. 565
Author(s):  
Inna Pradun ◽  
Natalia Shlat
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Empirical Study ◽  
The State ◽  
Diagnostic Tools ◽  
Spatial Environment

The article deals with the problem of forming of actions with subjects and materials in early childhood: significance of subject activity for child's development, features of creating of developing object–spatial environment in a group of young children, pedagogical conditions for effective formation of actions with subjects and materials.The article describes an empirical study of the state of development of subject activity in early childhood: diagnostic tools are characterized, the results of the parameters proposed by the authors are analyzed. The authors diagnose the quality of equipment of modern developing environment and professional readiness of teachers to create conditions for the effective formation of children's actions with subjects and materials.  

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