Competencies of preschool educators in Amsterdam: A Dutch perspective on language proficiency, language targets and didactic skills

2014 ◽  
Vol 2 (1) ◽  
pp. 101-119 ◽  
Author(s):  
Folkert Kuiken
Keyword(s):  
Early Childhood ◽  
The Netherlands ◽  
Language Proficiency ◽  
National Level ◽  
Childhood Education ◽  
Proficiency Level ◽  
Preschool Educators ◽  
Didactic Skills ◽  
The City

AbstractSince the beginning of this century the Netherlands has invested much money and energy in the early education of two-and-a-half to six-year-old children in an effort to improve the quality of this type of education. In this paper we will focus on the measures that have been taken in the city with the largest number of preschools and early childhood educators in the Netherlands: Amsterdam. Great care is taken to fulfil the conditions for a successful early childhood education. What we have analyzed is the educators’ language proficiency level, their knowledge about language targets for the four to six-year-olds, and their didactic skills. A report of the schools inspectorate indicated that in many cases these competencies left much to be desired. Measures have therefore been taken in order to improve them. In this paper the contents of these measures and their results will be reported. It will become clear that constant interaction is going on between initiatives that have started on a local scale and measures that have been approved and are implemented at a national level.

scholarly journals A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

2019 ◽  
Vol 89 (4) ◽  
pp. 536-568 ◽  
Author(s):  
Annegien Langeloo ◽  
Mayra Mascareño Lara ◽  
Marjolein I. Deunk ◽  
Nikolai F. Klitzing ◽  
Jan-Willem Strijbos
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Nonverbal Communication ◽  
Language Proficiency ◽  
Learning Opportunities ◽  
Home Language ◽  
Childhood Education

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

A Qualidade na Educação Pública Infantil Brasileira: um Estudo de Caso em uma Cidade do Vale do Paraíba Paulista

2018 ◽  
Vol 19 (4) ◽  
pp. 410
Author(s):  
Pétala Gonçalves Lacerda ◽  
Edna Maria Querido de Oliveira Chamon ◽  
Nilsen Aparecida Vieira Marcondes
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Early Childhood Education ◽  
Basic Education ◽  
Local Level ◽  
National Level ◽  
Or Education ◽  
Basic Study ◽  
Childhood Education

Considera-se relevante a reflexão sobre a qualidade da Educação Infantil brasileira, porque se constata que a ampliação da oferta na faixa etária, de zero a cinco anos, aconteceu em detrimento da atenção às condições de funcionamento das instituições infantis. Referenciada como uma das etapas da Educação Básica, a Educação Infantil não esteve entre as prioridades educacionais durante praticamente todo o século XX. Somente a partir de 1990 se intensificaram os debates sobre o assunto e, assim, a educação da primeira infância passou a fazer parte das políticas públicas educacionais. Diante disso, objetiva-se com este estudo básico, qualitativo e descritivo, caracterizado como estudo de caso, refletir sobre a qualidade na educação pública infantil brasileira em âmbito municipal. Conclui-se, portanto que a qualidade na educação pública infantil brasileira poderá se estabelecer em âmbito nacional por meio de Políticas Educacionais Municipais, ou seja, em cada Rede Municipal ou Sistema de Ensino que, ao se fortalecer desenvolverá a educação como um todo. Palavras-chave: Educação Pública Infantil. Experiência Municipal. Vale do Paraíba Paulista. AbstractIt is considered relevant reflection on the quality of Brazilian early childhood education because it turns out that the expansion of supply in the age group from zero to five years, took place at the expense of attention to the working conditions of children's institutions. Referenced as one of the stages of basic education, early childhood education was not among educational priorities during the entire twentieth century. Only since 1990 discussions have been intensified on the subject, and so the early childhood education became part of the public educational policies. Therefore, the objective of this basic study, qualitative and descriptive, characterized as a case study, is reflect on the quality of Brazilian children's public education at the local level. It follows therefore that the quality of Brazilian children's public education may be provided at the national level through Municipal Educational Policy, that is in each municipal network or education system that, upon strengthening will develop education as a whole. Keywords:  Children’s Public Education. Municipal Experience. Paulista Paraíba Valley. 

scholarly journals Multiple Languages and the process of the Teacher Formation in Early Childhood Education

2021 ◽  
Vol 9 (5) ◽  
pp. 187-210
Author(s):  
Kézia Costa de Oliveira Rocha Carvalho ◽  
Maria de Fátima Ramos de Andrade ◽  
Maria da Graça Nicoletti Mizukami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Private University ◽  
Theoretical Background ◽  
Qualitative Approach ◽  
Teacher Formation ◽  
Childhood Education ◽  
The City ◽  
Multiple Languages

The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages ​​in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals Manajemen Ekstrakurikuler Pendidikan Anak Usia Dini (PAUD)

2019 ◽  
Vol 3 (2) ◽  
pp. 369-380
Author(s):  
Erni Munastiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Extracurricular Activities ◽  
Assessment Tools ◽  
Analysis Techniques ◽  
Childhood Education ◽  
Library Research ◽  
Qualitative Research Methodology ◽  
The Subject

This research examines the management of extracurricular education early childhood. It is backed by that implementation of extracurricular activities on early childhood education face varieties of constraints in management. Therefore, extracurricular activities, early childhood education is supposed to be managed thoughtfully. The management of extracurricular activities are good and true will effect positively to the quality of early childhood education. The qualitative research methodology is library research. Method of data collection by collecting reference books the subject matter and book supporters. Data analysis techniques are content analysis. Results of the study show that the extracurricular management, early childhood education is implemented through the following four stages: (1) plan a needs analysis, types, background, goals, budget, materials, assessment tools, schedule, facilities and infrastructure, output criteria instructors, (2) organize the Division of duties, authority and responsibilities of the personnel of extracurricular activities, (3) carry out extracurricular activities appropriate planning and organizing, and (4) evaluate extracurricular activities.

scholarly journals (Re)considering Squirrel––From Object of Rescue to Multispecies Kin

2018 ◽  
Vol 43 (1) ◽  
pp. 60-67
Author(s):  
Angela Molloy Murphy
Keyword(s):  
Early Childhood ◽  
Pacific Northwest ◽  
Classroom Community ◽  
Early Childhood Classroom ◽  
Childhood Education ◽  
Nature And Culture ◽  
The Pacific ◽  
Child Centered ◽  
Northwest Region

This is a story situated in the Pacific Northwest region of North America, where encounters with a non-native “rescue” squirrel present disequilibrium for an educator and surprises for an early childhood classroom community. Thinking with Haraway, Latour, and common world frameworks challenges the educator’s “back to nature” narrative and generates opportunities to engage with different perspectives about the intersection of nature and culture, human and nonhuman kin, and the limiting quality of anthropocentric, child-centered pedagogies in early childhood education.

Sign in / Sign up

Export Citation Format

Share Document