Early childhood education quality indicators: Exploring the landscape of an African community perspective

This paper aims to describe and analyze body conceptions in the document Quality Indicators in Early Childhood Education, published by the MEC in 2009, which seeks a distancing from the welfare and compensatory practices that were currently practices at this level of basic education. It seeks to see if this distance appears (or not), based on new conceptions of body that, in turn, could produce other modes of relation, techniques and care destined to him. The results point to: a) the permanence of conceptions and practices oriented to the organism and supported by an idea of care and autonomy typical of biomedical paradigm, despite what the document points out; and b) the insertion, albeit minimal, of conceptions linked to the body as a social construction, with criticisms of violence, prejudices, stereotyped aesthetic standards and indifference to pain and suffering.

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Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland

International Journal of Early Years Education ◽

10.1080/09669760.2020.1848527 ◽

2020 ◽

pp. 1-17

Author(s):

Antje von Suchodoletz ◽

Ross Larsen ◽

Fitim Uka ◽

Iryna Nadyukova ◽

Eija Pakarinen ◽

...

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Quality Indicators ◽

Education Programs ◽

Childhood Education

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Pursuing Quality Education in Karamoja. An Analysis of the Caregivers’ Quality Indicators from a Community Perspective for Sustainable Early Childhood Education Programmes

American Journal of Education and Practice ◽

10.47672/ajep.574 ◽

2020 ◽

Vol 4 (1) ◽

pp. 72-88

Author(s):

Josephine Matha Apolot ◽

Godfrey Ejuu ◽

Grace Lubaale

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Quality Indicators ◽

Focal Point ◽

Social Capital Theory ◽

Child Rearing ◽

Ministry Of Education ◽

Capital Theory ◽

Childhood Education ◽

Caregiver Quality

Purpose of the study: The purpose of the study was to analyze the caregivers’ quality indicators from a community perspective for sustainable ECE programmes.Methodology: The study employed a qualitative approach that used phenomenology research design. Twenty-five interviews and ten focus group discussions were used on the respondents for collecting data. The data collected from the caregivers/teachers, elders, parents and Early Childhood Education focal point officers revealed that the Ministry of Education and Sports caregiver quality indicators are not much emphasised in Karamoja. Findings: While the ECE learning framework wants caregivers to promote holistic development of children, the karimojong community wants caregivers to focus more on their culture. A good ECE caregiver for Karamoja should be able to honour the histories, culture, language, traditions, child rearing practices and lifestyle choices of the communities.Unique contribution to theory practice and policy: The findings indicate that there is need for stakeholders to work together to identify the caregivers ECE quality indicators then support in the designing, implementation and supervision of the ECE programmes for sustainability. If researchers use the strengths of communities, enshrined in their funds of knowledge, we are more likely to tap into their reserve support for ECE interventions. The social capital theory therefore when correctly implemented helps the caregivers and the education sector in working collaboratively with the parents in the setting up systems that aim at sustainable ECE programmes in the communities.

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Thai Early Childhood Education Quality Assurance Assessor Competency Development Analysis

İlköğretim Online ◽

10.17051/ilkonline.2021.01.69 ◽

2021 ◽

Vol 20 (1) ◽

Keyword(s):

Early Childhood ◽

Quality Assurance ◽

Early Childhood Education ◽

Education Quality ◽

Competency Development ◽

Childhood Education ◽

Development Analysis ◽

Education Quality Assurance

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Analisis Kontrastif Persepsi Mahasiswa terhadap Psikologi Pembelajaran dan Implikasinya terhadap Peran Guru Suatu Studi Deskriptif Kualitatif terhadap Mahasiswa Murni dan Mahasiswa Bekerja pada Program Studi Pendidikan Anak Usia Dini diUniversitas AlAzhar

JURNAL Al-AZHAR INDONESIA SERI HUMANIORA ◽

10.36722/sh.v1i4.83 ◽

2014 ◽

Vol 1 (4) ◽

pp. 201

Author(s):

Fidesrinur Fidesrinur

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Student Thinking ◽

Education Quality ◽

Childhood Education ◽

Teaching Perspectives ◽

Qualified Teacher ◽

Research Findings ◽

Contextual Teaching

Pertumbuhan yang cepat dalam Pendidikan Anak Usia Dini (PAUD) ini belum diiringi oleh ketersediaan dan kemampuan guru yang memadai. Untuk itu Perguruan Tinggi Keguruan perlu mepersiapkan calon guru yang siap mengajar sesuai dengan perkembangan ilmu terkini berdasarkan konteks pembelajaran yang dihadapi. Perbedaan latar belakang mahasiswa program studi PAUD antara mahasiswa yang berlatar belakang guru dan mahasiswa murni merupakan suatu fenomena yang menarik untuk dikaji guna memperoleh kesamaan dan perbedaan persepsi dalam menyikapi filosofi pembelajaran baik secara teori maupun praktek. Hasil kajian menunjukkan bahwa mahasiswa yang berlatar belakang guru lebih fleksibel dalam menerapkan pendekatan pembelajaran sesuai konteksnya, sedangkan mahasiswa murni lebih berorientasi pada siswa sebagaimana tuntutan perkembangan teori belajar saat ini. Perbedaan ini menunjukkan bahwa mahasiswa harus dibekali praktek pembelajaran lebih banyak dengan berbagai konteks sehingga memberikan fleksibilitas dalam pembelajaran. Abstract The growth of Early Childhood Education (ECE) not yet supported by qualified teacher that makes early childhood education quality are low. As ECE educator producer, ECE Department of Al Azhar Indonesia University should take role on preparing teacher’s candidate to become well inform both in theoretical and practical perspectives based on contextual teaching. The differences of student’s background between transferred student and fresh student become a phenomenon toward their own teaching perspectives. The research findings show that transferred students are more flexible than fresh student in teaching where most of fresh student thinking based on the latest theory studied based on books. The implication of the study is that the fresh student should have experiences long enough in teaching with various students background. The experiences with various students background might combine the essence of theory read by the student based on contextual practices.

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