Introduction. Early Childhood Education and the Public Schools: Reconstructing the Relationship

1992 ◽  
Vol 3 (2) ◽  
pp. 81-82
Author(s):  
Stacie G. Goffin
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
The Public ◽  
Childhood Education ◽  
The Relationship

INTERACTIVE TECHNOLOGY FOR CREATIVITY IN EARLY CHILDHOOD EDUCATION

2015 ◽  
Vol 75 (3) ◽  
Author(s):  
Whei-Jane Wei ◽  
Lai-Chung Lee
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Kindergarten Children ◽  
Control Group ◽  
Digital Learning ◽  
The Public ◽  
Childhood Education ◽  
Information And Communication ◽  
Better Than

Although Information and Communication Technology (ICT) is dramatically expanding in Taiwan, its educational implications are lacking in early childhood education. The purpose of this study is to apply ICT in developing digital learning materials to enhance young children’s creativity. To achieve this goal, the study incorporated a focus group, observations and experimental research. The researchers designed nine sets of interactive devices using an interactive desktop, Kinect and iPad. Through an intentional sampling method, four kindergarten classes, consisting of 149 children aged 4-6, were involved in the study, with gender, public/private and city/suburban factors taken into consideration. Findings showed that the experimental group’s flexibility and originality was significantly better than those in the control group. These findings demonstrated that the interactive devices designed by the study were effective in enhancing the children’s creativity. The findings also revealed that: suburban children are significantly more fluent than city children, boys possessed significantly more originality than girls, and private kindergarten children were significantly more fluent and flexible than those from the public schools.

scholarly journals Analysing the Relationship between Reading Fluency and Reading Comprehension of Learners at Early Childhood Education

2021 ◽  
Vol 7 (2) ◽  
pp. 101-117
Author(s):  
Asia Zulfqar ◽  
Bashir Hussain ◽  
Noor Hira
Keyword(s):  
Early Childhood ◽  
Reading Comprehension ◽  
Public Schools ◽  
Early Childhood Education ◽  
Linear Regression ◽  
Reading Fluency ◽  
Written Text ◽  
Childhood Education ◽  
Early Grades ◽  
The Relationship

Abstract            Reading fluency and reading comprehension are the determining factors at early grades. Children who are unable to read fluently and spend time to decode words get failed to understand the meaning of the written text. Taking into account this crucial problem, this study intends to determine the relationship between reading fluency and reading comprehension of learners at early grades. A qualitative survey was conducted to collect data from the learners studying in the six public schools by using convenient sampling technique. Informal Reading Inventory (IRI) was adopted to collect the data from learners studying at class two in public schools of district Multan. After applying the inferential statistics, simple linear regression was applied to infer the results of this study. Findings show a significant relationship between reading fluency and reading comprehension of learners. As to determine the current level of their reading fluency and reading comprehension, it is identified that learners are at frustrational level in reading and comprehending the written text. Keywords: Reading fluency, Comprehension, Early Childhood Education, Linear regression, Informal Reading Inventory

scholarly journals Corporeidade e yoga na educação infantil: experiências e descobertas

2020 ◽  
Vol 4 (2) ◽  
pp. 113
Author(s):  
Fernanda Rossi
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The World ◽  
One Year ◽  
The Relationship

ResumoPretendemos neste artigo estabelecer uma aproximação entre a corporeidade, a educação infantil e a vivência do yoga na infância. Para promover esse encontro, lançamos um olhar fenomenológico para as experiências das crianças com base nos pressupostos da corporeidade e da motricidade como condição existencial e de criação do mundo. As reflexões resultam de uma proposta de vivências em yoga, com duração de um ano, realizada com crianças de quatro e cinco anos de idade provenientes de duas escolas públicas municipais de Bauru-SP. O entrelaçamento proposto evidenciou a elaboração de um saber corporal direcionado para a percepção e conhecimento de si e para a escuta, a sensibilidade e os afetos na relação com o outro.Palavras-chave: Corporeidade. Motricidade. Educação Infantil. Yoga.Corporeity and yoga in early childhood education: experiences and discoveriesAbstractIn this article, we intend to establish an approximation between corporeality, early childhood education and the experience of yoga in childhood. To promote this meeting, we take a phenomenological look at the children's experiences based on the assumptions of corporeality and motricity as an existential condition and creation of the world. The reflections result from a proposal of experiences in yoga, lasting one year, performed with children between four and five years old from two public schools in Bauru-SP. The proposed interlacing evidenced the elaboration of a corporal knowledge directed to the perception and knowledge of oneself and to listening, sensitivity and affections in the relationship with the other.Keywords: Corporeality. Motricity. Early Childhood Education. Yoga.Corporeidad y yoga en educación infantil: experiencias y descubrimientosResumenEn este artículo pretendemos establecer una aproximación entre la corporeidad, la educación de la primera infancia y la experiencia del yoga en la infancia. Para promover esta reunión, damos una mirada fenomenológica a las experiencias de los niños basadas en los supuestos de corporeidad y motricidad como condición existencial y creación del mundo. Las reflexiones son el resultado de una propuesta de experiencias en yoga, que dura un año, con niños de cuatro y cinco años realizado com dos escuelas públicas en Bauru-SP. El entrelazado propuesto evidenciaba la elaboración de un conocimiento corporal dirigido a la percepción y el conocimiento de uno mismo y a la escucha, la sensibilidad y el afecto en la relación con el otro.Palabras clave: Corporeidad. Motricidad. Educación Infantil. Yoga. 

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

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