scholarly journals Early childhood curriculum policies and practices in Singapore: The case of glocalisation

2021 ◽  
Vol 19 (2) ◽  
pp. 131-138
Author(s):  
Weipeng Yang ◽  
Hui Li ◽  
Lynn Ang
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Early Childhood Curriculum ◽  
Language And Literacy ◽  
Social Emotional ◽  
Early Childhood Care ◽  
Curriculum Frameworks ◽  
Childhood Care ◽  
Curriculum Policies

Globalisation has been transforming early childhood care and education worldwide since the turn of this millennium. The early childhood sector in Singapore is no exception. Its early childhood curriculum has inevitably been influenced by Eastern and Western cultures and has developed into a unique hybrid over the years. This special issue collects six articles covering topics on inclusive education, curriculum frameworks, infant–toddler care, curriculum-based teacher research, social-emotional learning, and bilingual language and literacy. A book review about early childhood curriculum in Chinese societies is also included. All these articles have jointly presented a snapshot of the ‘glocal’ situation of early childhood curriculum in Singapore, with a focus on the challenges and suggestions for policy and practical improvements.

scholarly journals Overview of early childhood care and education in Malaysia

2021 ◽  
Author(s):  
Bahbibi Rahmatullah ◽  
Norshakila Muhamad Rawai ◽  
Suzani Mohamad Samuri ◽  
Sopia Md Yassin
Keyword(s):  
Early Childhood ◽  
Elementary Education ◽  
Fine Motor ◽  
Social Emotional ◽  
Problem Solving Skills ◽  
Emotional Interaction ◽  
Early Childhood Care ◽  
Early Implementation ◽  
Childhood Care ◽  
Definition Of

Abstract Early childhood care and education (ECCE) is commonly understood in Malaysia as providing care and education for young children from the age of newborn until about six years old, before they enter formal elementary education. Various curriculum and teaching approaches were developed to enhance children's learning experiences based on their needs, age, and ability to support all three main developmental aspects: cognitive (language development and problem-solving skills), physical (development of gross and fine motor skills), and social-emotional (interaction with others). This paper will provide an overview of Malaysia's ECCE from its early implementation until today based on literature review of related research conducted in Malaysia. The definition of ECCE in Malaysia, its history and development, ECCE providers and type of institutions, current ECCE curriculum, and ECCE related acts in Malaysia are presented. In addition, the challenges faced, its consequences, and future course of ECCE in Malaysia are also discussed. It is envisaged that this article would be a platform for the relevant stakeholders worldwide to gain an insight on the Malaysian ECCE, serve as a benchmark and act as a reference for their respective ECCE settings.

scholarly journals Parents, participation, partnership: Problematising New Zealand early childhood care and education.

2021 ◽  
Author(s):  
A Chan ◽  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Learning And Development ◽  
Chinese Families ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Related Idea ◽  
Childhood Care ◽  
Safe Zones

© 2016, © The Author(s) 2016. This article interrogates notions of teacher ‘partnership with parents’ within early childhood care and education settings in the context of Aotearoa (New Zealand). Te Whāriki, the New Zealand early childhood curriculum, clearly positions children’s learning and development as being fostered when their families’ cultures and practices are recognised. Yet findings from both national evaluative reports and recent studies indicate that, in many instances, families that are not members of the dominant cultural group do not experience this synergy. The authors draw on some recent national evaluative reports to paint a broad picture of the implementation of ‘partnership’, and then employ illustrative data from several research projects regarding the inclusion of Māori and Chinese families respectively. The authors apply hybridity theory, along with the related idea of funds of knowledge, to reinforce the need for teachers to proactively move beyond the hegemonic safe zones of traditional teacher-dominated practices towards opening up spaces of dialogic, fluid engagement with families whose backgrounds differ from their own. This aspect of teachers’ professional responsibility is particularly important in the current era of increasing superdiversity.

scholarly journals Parents, participation, partnership: Problematising New Zealand early childhood education

2020 ◽  
Author(s):  
Jenny Ritchie ◽  
A Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Learning And Development ◽  
Chinese Families ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Related Idea ◽  
Childhood Care ◽  
Safe Zones

© 2016, © The Author(s) 2016. This article interrogates notions of teacher ‘partnership with parents’ within early childhood care and education settings in the context of Aotearoa (New Zealand). Te Whāriki, the New Zealand early childhood curriculum, clearly positions children’s learning and development as being fostered when their families’ cultures and practices are recognised. Yet findings from both national evaluative reports and recent studies indicate that, in many instances, families that are not members of the dominant cultural group do not experience this synergy. The authors draw on some recent national evaluative reports to paint a broad picture of the implementation of ‘partnership’, and then employ illustrative data from several research projects regarding the inclusion of Māori and Chinese families respectively. The authors apply hybridity theory, along with the related idea of funds of knowledge, to reinforce the need for teachers to proactively move beyond the hegemonic safe zones of traditional teacher-dominated practices towards opening up spaces of dialogic, fluid engagement with families whose backgrounds differ from their own. This aspect of teachers’ professional responsibility is particularly important in the current era of increasing superdiversity.

scholarly journals Keefektifan PAUD inklusi pada kesiapan anak memasuki sekolah dasar

2015 ◽  
Vol 2 (1) ◽  
pp. 107
Author(s):  
Yuni Dhamayanti ◽  
Suparno Suparno
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
School Readiness ◽  
Inclusive Education ◽  
Student Centered ◽  
Early Childhood Care ◽  
Inclusive Curriculum ◽  
Childhood Care ◽  
Methods Of Learning ◽  
Inclusive Early Childhood

Penelitian ini bertujuan untuk mengetahui keefektifan PAUD penyelenggara pendidikan inklusif pada tingkat kesiapan anak dalam memasuki Sekolah Dasar. Penelitian ini dilakukan menggunakan pendekatan kualitatif, dan dilakukan di Labschool Rumah Citta yang merupa-kan PAUD penyelenggara pendidikan inklusif. Hasil penelitian adalah sebagai berikut. (1) Labschool Rumah Citta adalah PAUD dengan model pendidikan inklusif yang memfasilitasi anak-anak dari berbagai latar belakang sosial, budaya, ekonomi, agama, ras, dan kemampuan, termasuk anak berkebutuhan khusus. (2) Kurikulum Labschool Rumah Citta merupakan kuri-kulum yang disusun secara mandiri berdasarkan tahapan perkembangan anak, mengacu pada aspek-aspek perkembangan anak, serta memiliki beberapa kekhasan: inklusif, berpusat pada anak, mengembangkan kecerdasan jamak, pendidikan nilai, ramah lingkungan hidup, meng-hormati kearifan lokal, mandiri, dan keadilan gender. (3) Labschool Rumah Citta mengguna-kan pendekatan pembelajaran yang berorientasi dan berpusat pada anak/siswa (student-centered approach), serta menerapkan metoda pembelajaran yang mendorong kesiapan anak untuk memasuki SD, yang meliputi: main peran, praktek langsung, diskusi, kerja sama, peme-cahan masalah, ataupun kunjungan. (4) Kurikulum inklusi, yang ramah terhadap semua anak dan metode pembelajaran yang berpusat pada anak, efektif untuk mendorong kesiapan anak dalam memasuki SD.Kata kunci: PAUD inklusif, kesiapan sekolah anak The Effectiveness of Inclusive Early Childhood Care and Development (ECCD) on School Readiness of Child to Enter Primary School AbstractThis research aims to reveal the effectiveness of the inclusive ECCD on the level of child readiness to enter primary school. This research was conducted qualitive approach. The object was Labschool Rumah Citta, the ECCD that implemented inclusive learning. The results of the study are as follows. (1) Labschool Rumah Citta is and ECCD applying the inclusive education model, and ready to facilitate children from different social backgrounds, cultures, economy, religions, races, and capabilities, including the children with  special needs. (2) The curriculum of Labschool Rumah Citta is compiled independently based on child development aspect, and has several peculiarities: inclusive, centered on children, developing multiple intelligence, values education, eco-friendly living, respect of local wisdom, independence, and gender. (3) Labschool Rumah Citta uses the student-centered approach and applies the methods of learning which encourage child's readiness to enter primary school, including: role play, direct practice, discussions, teamwork, problem solving, and visits. (4) The inclusive curriculum, which is child friendy and the learning methods that are suitable, with the characteristics of early childhood, is effective in encouraging children to enter primary school.Keywords: inclusive early childhood care and development care, school readiness of child 

scholarly journals Parents, participation, partnership: Problematising New Zealand early childhood education

2020 ◽  
Author(s):  
Jenny Ritchie ◽  
A Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Learning And Development ◽  
Chinese Families ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Related Idea ◽  
Childhood Care ◽  
Safe Zones

© 2016, © The Author(s) 2016. This article interrogates notions of teacher ‘partnership with parents’ within early childhood care and education settings in the context of Aotearoa (New Zealand). Te Whāriki, the New Zealand early childhood curriculum, clearly positions children’s learning and development as being fostered when their families’ cultures and practices are recognised. Yet findings from both national evaluative reports and recent studies indicate that, in many instances, families that are not members of the dominant cultural group do not experience this synergy. The authors draw on some recent national evaluative reports to paint a broad picture of the implementation of ‘partnership’, and then employ illustrative data from several research projects regarding the inclusion of Māori and Chinese families respectively. The authors apply hybridity theory, along with the related idea of funds of knowledge, to reinforce the need for teachers to proactively move beyond the hegemonic safe zones of traditional teacher-dominated practices towards opening up spaces of dialogic, fluid engagement with families whose backgrounds differ from their own. This aspect of teachers’ professional responsibility is particularly important in the current era of increasing superdiversity.

scholarly journals Parents, participation, partnership: Problematising New Zealand early childhood care and education.

2021 ◽  
Author(s):  
A Chan ◽  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Curriculum ◽  
Learning And Development ◽  
Chinese Families ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Related Idea ◽  
Childhood Care ◽  
Safe Zones

© 2016, © The Author(s) 2016. This article interrogates notions of teacher ‘partnership with parents’ within early childhood care and education settings in the context of Aotearoa (New Zealand). Te Whāriki, the New Zealand early childhood curriculum, clearly positions children’s learning and development as being fostered when their families’ cultures and practices are recognised. Yet findings from both national evaluative reports and recent studies indicate that, in many instances, families that are not members of the dominant cultural group do not experience this synergy. The authors draw on some recent national evaluative reports to paint a broad picture of the implementation of ‘partnership’, and then employ illustrative data from several research projects regarding the inclusion of Māori and Chinese families respectively. The authors apply hybridity theory, along with the related idea of funds of knowledge, to reinforce the need for teachers to proactively move beyond the hegemonic safe zones of traditional teacher-dominated practices towards opening up spaces of dialogic, fluid engagement with families whose backgrounds differ from their own. This aspect of teachers’ professional responsibility is particularly important in the current era of increasing superdiversity.

Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110318
Author(s):  
Jasleen Kaur ◽  
Anupam Sharma
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Development ◽  
Emotional Competence ◽  
Primary Objective ◽  
Childhood Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Early Childhood Care ◽  
Childhood Care

The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.

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