scholarly journals Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

2016 ◽  
Vol 4 (2) ◽  
pp. 241 ◽  
Author(s):  
Stamatis Papadakis ◽  
Michail Kalogiannakis ◽  
Nicholas Zaranis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Software ◽  
Control Group ◽  
Mathematical Competence ◽  
Childhood Education ◽  
Mathematical Performance ◽  
Mathematics Ability ◽  
Mathematics Competence ◽  
Gender And Age

<p class="Abstract"><span lang="EN-GB">The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.</span></p>

What's Happening with Computer Technology in Early Childhood Education Settings?

1998 ◽  
Vol 18 (3) ◽  
pp. 237-243 ◽  
Author(s):  
Eileen Wood ◽  
Teena Willoughby ◽  
Jacqueline Specht
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Technology ◽  
Computer Use ◽  
Educational Software ◽  
Current Status ◽  
Specific Information ◽  
Cd Rom ◽  
Childhood Education ◽  
Education Directors

The present study examined the current status of computer use in early childhood education (ECE) by surveying active members of three mid-sized cities. An in-depth survey of seventy-five early childhood education directors provided demographic information about centers that have or have not incorporated computer technology into the programs as well as specific information about computer use. Less than half of the centers reported having a computer on the premises with users generally having only one available machine. Only half of the users had the accessories (e.g., sound cards, CD-ROM, etc.) necessary to run much of the present educational software appropriate for young learners. Among the respondents, there was overwhelming concern that the ECE staff lacked sufficient expertise or experience with computers to use them effectively. In contrast to the concerns and limitations, however, interest in introducing computer technology was high. Our results suggest that training may be necessary to facilitate the introduction of computers in ECE environments.

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 The Effect of a 10-Week Physical Activity Programme on Fundamental Movement Skills in 3–4-Year-Old Children within Early Childhood Education Centres

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 440
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Owen Mugridge ◽  
Tara McLaughlin ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Object Control ◽  
Childhood Education ◽  
Movement Skills ◽  
Fundamental Movement Skills

The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.

scholarly journals IDENTIFICATION OF EARLY CHILDHOOD EDUCATION (ECE) MANAGEMENT

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Upik Elok Endang Rasmani
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Control Group ◽  
Snowball Sampling ◽  
Childhood Education ◽  
Before And After ◽  
Post Test ◽  
Level Of Significance ◽  
And Control

<p>The purpose of this study is to determine problems related to Early Childhood Education (ECE) Management. It uses a qualitative descriptive approach with case studies. Samples were selected using purposive and snowball sampling techniques, while interviews, observation, and documentation were used in data collection. From the data analysis techniques with an independent sample t-test, an average pretest of the experimental group was 5.45 and post-test 9.60. The data analysis showed a significance value of 0.000 based on decision making with 𝝆&gt; 0.05. The samples for the study were administrative officers and the teachers in Warga Kindergarten and Aulia Kindergarten at Surakarta for the experimental and control group. The results of the analysis indicate that there are ECE management problems lessens the institutions’ quality. Also, the management identification was needed to improve ECE management. This is because the level of significance before directions was greater than 0.05 and smaller than 0.05 after the direction. Therefore, the values before and after the directives have significant differences.</p>

scholarly journals Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education

2016 ◽  
Vol 6 (2) ◽  
pp. 53
Author(s):  
Marina Sounoglou ◽  
Aikaterini Michalopoulou
Keyword(s):  
Human Rights ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Intervention Program ◽  
Local Community ◽  
Control Group ◽  
Childhood Education ◽  
Survey Results ◽  
And Control ◽  
Children's Activities

This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.

scholarly journals Efficacy of online nutrition professional development for Early Childhood Education Care staff

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
R Wallace ◽  
J Lo ◽  
R Sambell ◽  
A Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Nutrition Education ◽  
Intervention Group ◽  
Nutrition Knowledge ◽  
Care Staff ◽  
Control Group ◽  
Evidence Based ◽  
Food Groups ◽  
Childhood Education

Abstract Background Early Childhood Education & Care (ECEC) services are a public health setting that influences the lifelong eating habits and health of young Australians. Over 1.3 million children attend ECEC for 30 hours/week. Overweight/obesity, a risk factor for chronic disease, has been associated with this setting. Research reports sub-optimal food provision, poor role modelling and a lack of nutrition training and confidence. Online nutrition education training was provided to ECEC staff, aiming to increase nutrition knowledge/confidence. Methods Training was evidence-based, informed by stakeholders and developed by tertiary nutrition experts. ECEC staff were recruited and randomised to intervention or control groups. The intervention group completed an online short course about whole-service approach to healthy eating of 2-3 hours duration. Nutrition knowledge/confidence were measured pre/post-intervention via a pre-validated, online survey. GLM was used to determine differences within and between groups adjusting for years of experience. Results Participants (n = 116) were mostly female, aged &gt;36 years, with &gt;10 years industry experience. Post-course, compared to the control group, intervention participants significantly increased confidence to offer 2 serves of grains/day and unsweetened cereals, a variety of vegetables and low-sodium foods, and solid fats were avoided. Confidence to avoid serving discretionary foods did not change and cakes/biscuits were offered frequently. Conclusions Following course completion, intervention participants demonstrated increased confidence to serve foods from core food groups, but both groups reported offering discretionary foods frequently. Some results are promising and may improve the nutritional value of food offered at ECEC, but it appears discretionary foods continue to be overprovided. Further research is required to identify the depth of training required to embed important nutrition education concepts in ECEC settings. Key messages Evidence-based nutrition education adopting a whole-service approach is effective in increasing ECEC staff nutrition knowledge and confidence to provide foods from core food groups. Further research is required to establish the level of nutrition education appropriate for ECEC staff to avoid the continuing overprovision of discretionary foods to young children.

scholarly journals Application and effects of an early childhood education machine on analgesia and sedation in children after cardiothoracic surgery

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Li-Li Chen ◽  
Yu-Qing Lei ◽  
Jian-Feng Liu ◽  
Hua Cao ◽  
Xian-Rong Yu ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Septal Defect ◽  
Standard Treatment ◽  
Cardiothoracic Surgery ◽  
Control Group ◽  
Study Group ◽  
Childhood Education ◽  
Self Rating ◽  
Sedation And Analgesia

Abstract Objective To study the effect of an early childhood education machine on sedation and analgesia in children after cardiothoracic surgery. Methods A prospective randomized controlled study was conducted in a provincial hospital in China. Fifty-two patients (aged from 1 to 5 years) underwent cardiothoracic surgery (including: ventricular septal defect, patent ductus arteriosus, atrial septal defect, pulmonary stenosis, pulmonary sequestration and congenital cystic adenomatoid lung malformation) were divided into the study group (n = 26) and the control group (n = 26). The patients in the study group underwent intervention with an early childhood education machine (uniform type) in addition to routine standard treatment and nursing, while the patients in the control group only received routine standard treatment and nursing. Richmond agitation sedation score (RASS) and face, legs, activity, cry, consolability (FLACC) score of all of the patients were evaluated, and the negative emotions (self-rating anxiety scale (SAS) score and self-rating depression scale (SDS) score) of the parents of the two groups were compared. Results There was no significant difference in the general clinical data between the two groups. The RASS and FLACC scores in the study group were significantly lower than those in the control group, and the SAS and SDS scores of the parents in the study group were significantly lower than those in the control group. Conclusion The application of an early childhood education machine for children after cardiothoracic surgery can effectively reduce postoperative agitation, improve sedation and analgesia of the patients, and ease the pessimistic mood of the patients’ parents.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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