scholarly journals Seven Student Motivations for Choosing the Department of Early Childhood Teacher Education in Higher Education

2020 ◽  
Vol 6 (2) ◽  
pp. 95-108
Author(s):  
Indana Elkhaira ◽  
Nidya Audina B.P. ◽  
Engkizar Engkizar ◽  
Munawir K. ◽  
Zainal Arifin ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quantitative Data ◽  
Quantitative Methods ◽  
Public University ◽  
Early Childhood Teacher ◽  
Education Department ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods

Choosing a career as an Early Childhood Education Teacher is both challenging and joyful.  Not everyone is interested in this profession except for those who have strong motivation. This study aims to identify students’ exact motivation to select the Early Childhood Education Department at Public University. This study uses combined qualitative and quantitative methods (exploratory mixed methods design). Sources of qualitative data were taken from twenty informants through in-depth interviews and analyzed using NVivo 10 analysis software, while sources of quantitative data were taken from a hundred correspondents and analyzed using SPSS 20 software. Both qualitative and quantitative data analyses showed that students have seven motivations to select the Early Childhood Education Department. Those seven motivations are: i) parents encouragement (81%); ii) job opportunities after graduation (83%); iii) loving kids (85%); iv) teaching is a noble profession (100%); self-will (70%); vi) the choice to be a teacher (76%); and vii) Early Childhood Education is not difficult, but joyful (80%). The study has successfully revealed seven students’ motivations for selecting the Early Childhood Education Department at Public University. This study’s results can be used as preliminary data for subsequent researchers to examine this problem in different contexts and issues. This study’s findings need to be continued by the next researcher by examining the correlation between motivational aspects with various other variables. However, this data can also be used as an initial reference for examining the issues and problems in different contexts.

scholarly journals Provision of Quality Education in Public Early Childhood Education Centres in West Pokot County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 7-17
Author(s):  
Mildred Chebet Chepkonga
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Quantitative Methods ◽  
Target Population ◽  
Quality Education ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
West Pokot

There is a global emphasis on the importance of providing quality early childhood education and care to all children. The issue of provision of quality early childhood education for arid and semi-arid regions of Kenya has received less attention as it contributes to the status of literacy of the whole population. This paper looks at the provision of quality education in public early childhood education centres also known as pre-primary schools in West Pokot County, Kenya. The study methodology incorporated qualitative and quantitative methods of research. This study took pragmatism as its philosophical paradigm. The study used a descriptive survey research design. The target population for the research involved 365 headteachers and 682 teachers. The sample size for the study was arrived at by taking 10-30% of the target population to act as the sample size that is 10% for headteachers and 30% for ECDE teachers. The research instruments used were; questionnaires and interview guides. The data collected was analysed using qualitative and quantitative methods. Quantitative data was analysed using descriptive statistics such as frequencies, percentages, means and standard deviation. Statistical Package for Social Science (Version 20.0) helped in coding, entry and analysis. Qualitative data was analysed using content analysis method. The study found out that provision of quality education was at average level (M=2.87, SD=1.13) in public pre-primary schools in West Pokot County. This means that half of the pupils in public pre-primary schools in the county are not receiving quality education and hence affecting their development in schools. Therefore, the paper recommends that adequate measures need to be put in place by the County Government of West Pokot County to ensure that public ECDE centres provide quality education through building more ECDE classrooms, employment of teachers on permanent and pensionable terms, provision of adequate instructional materials and meals programmes for remote schools to increase learners retention

scholarly journals Issues in operating childcare centers in Malaysia

2021 ◽  
Vol 10 (3) ◽  
pp. 993
Author(s):  
Nor Azah Abdul Aziz ◽  
Nur Hanani Zakaria ◽  
Emilda Hashim ◽  
Roznim Mohamad Rasli ◽  
Erni Marlina Saari ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quantitative Methods ◽  
Wide Spectrum ◽  
Great Success ◽  
Childcare Centers ◽  
Diverse Range ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
Education Industry

<span>This paper discusses the qualifications of operators of Malaysian childcare centers, namely TASKA and TADIKA, and the challenges faced by practitioners in the industry of early childhood education (PAKK). This research used both qualitative and quantitative methods involving interviews and a survey. The sample study comprised 727 respondents consisting of 282 operators of TASKA and 343 operators of TADIKA. The research used a set of questionnaires and interview guidelines. The findings of the quantitative method showed the operators of TASKA and TADIKA had a diverse range of professional and academic qualifications, while the findings of the qualitative method highlighted a wide spectrum of challenges faced by operators of centers involved in the early childhood education industry. Collectively, such findings suggest that running a childcare center is fraught with a myriad of challenges encompassing economic, logistical, social, educational, and financial factors, which have to be addressed effectively. Certainly, prospective operators must seek assistance from those who are involved in the running, monitoring, and managing of such centers, notably experienced practitioners and relevant government officers. Also, to become successful entrepreneurs in this industry, they need to develop the passion and zeal to operate such centers with great success.</span>

scholarly journals The Pattern of Early Childhood Character Education in Villages and Cities: A Study in Tulungagung Regency, East Java

2021 ◽  
Vol 4 (1) ◽  
pp. 23-39
Author(s):  
Keppi Sukesi ◽  
Jedda Ayu Inggrida ◽  
Iwan Nurhadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Quantitative Methods ◽  
Group Discussions ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
And Behavior ◽  
The Village ◽  
The City

The pattern of early childhood education is paramount to be attentively concerned as the instrument to immerse children's attitude and behavior. The present study was conducted in Tulungagung Regency, East Java. The study was initially started by selecting early childhood schools with village-city and public and religious-based criteria, namely 2 Early Childhood Schools (ECS) in the city area in Tulungagung and 2 in the village area. Using qualitative and quantitative methods by surveying the parents of 30 students, focus group discussions with 20 participants, and in-depth studies in schools, the study has arrived at some interpretative points. First, parenting in villages and cities showed the same pattern and was dominated by authoritative parenting patterns, meaning that the parents give choices to their children. Second, parenting showed different gender values and norms in which the daughter was treated to be more feminine than the son. Third, the different availability of the space area for playing outside the classroom between in the villages and the cities. In the city, girls had limited areas to play. Fourth, teaching materials, leadership, and group work were carried out jointly between girls and boys. The curriculum and school management have not been gender-sensitive and show no difference between village and city. Moreover, the focus of the curriculum is character education.

scholarly journals Literature and Project-Based Learning and Learning Outcomes of Young Children

2021 ◽  
Vol 14 (12) ◽  
pp. 93
Author(s):  
Veena Prachagool
Keyword(s):  
Young Children ◽  
Learning Outcomes ◽  
Quantitative Methods ◽  
Project Based Learning ◽  
Early Years ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
Level Of Understanding ◽  
Literary Learning

In the early years, children learn by taking an action and touching opportunities which experiences the world as much as possible. It is an internal process that allows children to meaningfully reflect their experiences from abstract to further learning. Literature and project-based learning management is a learning approach that strengthens the attitude of the pursuit of knowledge, helping children to have a habit of reading, creating opportunities to leading in the discovery of something meaningful to life. The research objectives were to study learning outcomes of young children through literature and project-based learning. Twenty-five young children were studied and reported their learning outcomes. Data were collected through variety of methods: observation, debriefing focus group, and interviews after the scenario. Data were collected by qualitative and quantitative methods. The findings indicated that young children had the highest level of understanding and ability to manage literary learning and projects. They also had ability to provide the most literary and project management environment were ranges low and highest based on the different perception and potential of learning. It can be recommended literature and project-based learning is suitable for early childhood education.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

scholarly journals Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies

2021 ◽  
Vol 8 (2) ◽  
pp. 139-160
Author(s):  
Kwabena Ofori-Attah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Studies ◽  
Zone Of Proximal Development ◽  
The United States ◽  
Early Childhood Teacher ◽  
Research Report ◽  
Significant Finding ◽  
Proximal Development ◽  
Childhood Education

This study guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky’s ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky’s ZPD is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky’s ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper. Keywords: cognitive development, early childhood education, instructional ecology, preservice teachers, zone of proximal development

scholarly journals PENDAPAT KEPALA SEKOLAH DAN GURU PAMONG TENTANG KOMPETENSI PEDAGOGIK MAHASISWA PLP PGPAUD

Edukid ◽  
2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Syifa Rohmati Mashfufah ◽  
Ocih Setiasih ◽  
Cucu Eliyawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teacher ◽  
Mentor Teachers ◽  
Survey Method ◽  
Future Research ◽  
Study Program ◽  
Childhood Education ◽  
Instructional Evaluation ◽  
Academic Year

Principals  and  Mentor-Teachers’  Opinionson  The  Pedagogic Competence  Of  PGPAUD  FIP  UPI  Students  Taking  Professional  Internship Program  Academic  Year  2014-2015.  The  research  aims  to  find  the  opinions  of principals  and  mentor-teachers  on  the  pedagogic  competence  of  PGPAUD  FIP  UPI Students taking professional internship program in the academic year of 2014-2015. It adopted descriptive survey method. The population and sample of this research were all principals and mentor-teachers who supervised the professional internship program for 2014-2015 academic year. Data were collected using close-ended questionnaires as the instrument and were then analyzed with descriptive statistic.The principals’ opinion on the pedagogic competence of PGPAUDstudents taking professional internship program was  good  with  a  score  of  72.93%.  Mentor-teachers’  opinion  on  the  pedagogic competence of PGPAUD students taking professional internship program was good as well with a score of 62.06%. The research recommends that the instructional strategies used  in  improving  pedagogic  competence  be  more  applicative,  especially  for  the strategies used in teaching instructional evaluation, so that in addition to being able to identify  concepts  of  instructional  evaluation,  students  can  practice  applying  the techniques  in  the  field.  Future  research  is  suggested  to  raise  issues  on  pedagogic competence in the study program of Early Childhood Teacher Education in Indonesia to reveal further results and findings.The study program of Early Childhood Education is  recommended  to  create  more  competent  graduates  of  early  childhood  education teachers. Pendapat  Kepala  Sekolah  dan  Guru  Pamong  tentang  Kompetensi Pedagogik  Mahasiswa  PLP  PGPAUD  FIP  UPI  Tahun  Akademik  2014-2015. Tujuan  penelitian  ini  adalah  untuk  mengetahui  pendapat  kepala  sekolah  dan  guru pamong  tentang  kompetensi  pedagogik  mahasiswa  PLP  PGPAUD  FIP  UPI  tahun akademik 2014-2015. Metode yang digunakan survei deskriptive. Populasi dan sampel pada  penelitian  ini  adalah  seluruh  kepala  sekolah  dan  guru  pamong  yang  menjadi pembimbing  program  PLP  tahun  akademik  2014-2015.  Alat  pengumpulan  data penelitian ini menggunakan angket tertutup yang kemudian dianalisis dengan statistika deskriptif. Kepala sekolah  berpendapat tentang kompetensi pedagogik mahasiswa PLP PGPAUD adalah baik dengan nilai 72,93%. Pendapat guru pamang tentang kompetensi pedagogik  mahasiswa PLP PGPAUD adalah baik dengan nilai 62,06%. Rekomendasi penelitian  ini  agar  strategi  pembelajaran  yang  digunakan  dalam  meningkatkan kompentensi  pedagogik  lebih  aplikatif,  khususnya  untuk  strategi  pembelajaran matakuliah  evaluasi  pembelajaran,  sehingga  mahasiswa  selain  dibekali  pengetahuan mengenai konsep-konsep evaluasi pembelajaran, mahasiswa juga dapat berlatih untuk menggunakan  teknik-teknik  penilaian  di  lapangan  secara  langsung.  Untuk  penelitian selanjutnya  agar  dapat  mengangkat  permasalahan  mengenai  kompetensi  pedagogik pada program studi PGPAUD di Indonesia sehingga diharapkan peneliti mendapatkan temuan  baru  dan  memberikan  rekomendasi  untuk  program  studi  PGPAUD  dan menghasilkan lulusan-lulusan guru PAUD yang lebih baik lagi.

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