Early Childhood Education and the Public Schools: The Necessity for Building Relationships

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.

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Impact of using interactive devices in Spanish early childhood education public schools

Journal of Computer Assisted Learning ◽

10.1111/jcal.12305 ◽

2018 ◽

Vol 35 (1) ◽

pp. 1-12 ◽

Cited By ~ 4

Author(s):

Estefanía Martín ◽

David Roldán-Alvarez ◽

Pablo A. Haya ◽

Cristina Fernández-Gaullés ◽

Cristian Guzmán ◽

...

Keyword(s):

Early Childhood ◽

Public Schools ◽

Early Childhood Education ◽

Childhood Education

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Effects of early childhood education attendance on achievement, social skills, behaviour, and stress

Estudos de Psicologia (Campinas) ◽

10.1590/1982-02752018000300007 ◽

2018 ◽

Vol 35 (3) ◽

pp. 287-297 ◽

Cited By ~ 1

Author(s):

Marta Regina Gonçalves CORREIA-ZANINI ◽

Edna Maria MARTURANO ◽

Anne Marie Germaine Victorine FONTAINE

Keyword(s):

Early Childhood ◽

Public Schools ◽

Social Skills ◽

Early Childhood Education ◽

Externalizing Behavior ◽

Socioeconomic Background ◽

Childhood Education ◽

Stress Symptoms ◽

Behavioral Variables ◽

3Rd Grade

Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.

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Optimizing Management of Early Childhood Education in Community Empowerment

Journal of Nonformal Education ◽

10.15294/jne.v5i1.18532 ◽

2019 ◽

Vol 5 (1) ◽

pp. 89-96

Author(s):

Nunu Mahmaud Firdaus ◽

Ansori Ansori

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Community Empowerment ◽

Education Management ◽

The Public ◽

Childhood Education ◽

Study Approach ◽

The Government ◽

The Many ◽

Management Functions

Considering the low level of public knowledge about the importance of Early Childhood Education and the low quality of management and the lack of infrastructure (in the form of APE) as well as the many assumptions from the public that Early Childhood Education can only be reached by economically capable people causing lack of motivation to involving their children in the Early Childhood Education program, it is deemed necessary to carry out a study on the optimization of the management of non-formal Early Childhood Education programs held in the community, such as the SPS Early Childhood Education Cempaka which operates in RW 09 Ciwaruga Village, Bandung Regency West. Through the application of qualitative methods with a case study approach, the results of this study reveal that the management process still does not meet the standards required by the government as the organizing program for the Similar Early Childhood Education Unit (SPS) program. Therefore, the manager must be able to define and find ways to achieve all the objectives set through the effective implementation of management functions of Early Childhood Education management.

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EDUCAÇÃO INFANTIL ÉTNICO-RACIAL NAS NARRATIVAS DAS POLÍTICAS PÚBLICAS PARA A CRIANÇA PEQUENA ETHNIC-RACIAL CHILDREN EDUCATION IN THE PUBLIC POLICY NARRATIVES FOR THE SMALL CHILD

RevistAleph ◽

10.22409/revistaleph.v0i31.39289 ◽

2018 ◽

Author(s):

Flávia Maria De Menezes ◽

Claudia Vianna De Melo ◽

Erica Cristian Reis Dos Santos

Keyword(s):

Public Policy ◽

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Small Child ◽

The Public ◽

Childhood Education ◽

School Subjects ◽

Policy Narratives ◽

Children Education

Este artigo analisa textos das políticas públicas para a educação na infância, que afirmam a questão étnico-racial no processo de construção das identidades dos sujeitos escolares, em especial as crianças pequenas. O proposto é a discussão sobre as possibilidades que as narrativas desses textos oferecem (ou não) aos profissionais nas instituições de educação infantil brasileiras para o alargamento dos seus horizontes na direção de uma ação educativa humanizadora. This article analyzes texts of public policies for early childhood education that affirm the ethno-racial question in the process of constructing the identities of school subjects, especially young children. The proposal is the discussion about thepossibilities that the narratives of these texts offer (or do not) to the professionals in the institutions of Brazilian infantile education for the extension of their horizons in the direction of a humanizing educative action.

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A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

Cadernos de Pesquisa ◽

10.18764/cp.v23i1.3927 ◽

2016 ◽

Vol 23 (1) ◽

pp. 81

Author(s):

Daniele Saheb ◽

Daniela Gureski Rodrigues

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Environmental Education ◽

National Curriculum ◽

Pedagogical Practice ◽

Public And Private ◽

The Public ◽

Childhood Education ◽

Palabras Clave ◽

Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista. Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica. THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes. The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept. Keywords: Environmental Education. Childhood Education. Pedagogical practice. LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este estudio tiene como objetivo plantearse como problema las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales los instrumento utilizados fueron entrevistas, análisis de la propuesta pedagógica y observación del entorno educativo. La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación para el trabajo interdisciplinario entre la Educación Ambiental y la Educación Ambiental en la Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado concuerda con la importancia de la inclusión de la Educación Ambiental a la Educación Infantil donde alega trabajar con el tema en sus clases. Las observaciones del medio ambiente demuestran actividades enfocadas sobre todo a la reutilización de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró todavía dominante en los discursos y en la práctica pedagógica una concepción de molde reduccionista y naturalista. Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica.

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