Role of Panchayati Raj Institutions in Early Childhood Care Education in Himachal Pradesh An Appraisal

2014 ◽  
Vol 2 (2) ◽  
pp. 229-245
Author(s):  
Rita Attri
Keyword(s):  
Early Childhood ◽  
Himachal Pradesh ◽  
Care Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Panchayati Raj

scholarly journals Evaluation of the National Objectives of Early Childhood Care Education (ECCE) Programme in Gwagwalada Area Council of FCT, Abuja, Nigeria.

2020 ◽  
Vol 6 (2) ◽  
pp. 149-158
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Early Childhood ◽  
Sampling Technique ◽  
Good Health ◽  
Smooth Transition ◽  
Care Education ◽  
Early Childhood Care ◽  
Adequate Care ◽  
Childhood Care ◽  
Simple Sampling ◽  
Descriptive Survey

The objectives of this study were to evaluate the national objectives of Early Childhood Care Education (ECCE) programme in Gwagwalada Area Council of FCT, Abuja, Nigeria. The research designed method adopted for this study was descriptive survey. The method used for selecting the sample of the study was purposive random sampling technique. 200 respondents were selected for simple sampling techniques. Questionnaire was used for data collection in the study and the reliability of the instrument was determined by using split-half method. The results the research showed that the national objectives of the Early Childhood Care Education (ECCE) includes; effect on a smooth transition from home to school, prepare the child for the primary level of education, provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices), instill the social norms, instill the spirit of inquiry and creativity through the exploration of nature, the environment, art, music, playing with toys and so on, develop a sense of cooperation and team spirit, learn good habits, especially good health habits and teach the basics of numbers, letters, colours, shapes, forms and so on through playing. It has been achieved to the moderate extent in all the centres of sample in Gwagwalada area, council of FCT.

scholarly journals Portraits of Home: Working in Community Daycare Homes in New Brunswick

2013 ◽  
Vol 7 (1) ◽  
pp. 283-299
Author(s):  
Tara-Lynn Scheffel
Keyword(s):  
Early Childhood ◽  
New Brunswick ◽  
Life Changes ◽  
Early Childhood Care ◽  
Home Based ◽  
Childhood Care ◽  
Curriculum Framework ◽  
New Beginnings ◽  
First Time

Part of a larger project involving the design and implementation of a first-time curriculum framework for early childhood care and learning in New Brunswick, this paper highlights the stories of Canadian early childhood educators working in home-based daycares. In particular, a common theme of "sense of place" is discussed in relation to four portraits that are presented in this article: (1) Home as Survival, (2) Transition to Home, (3) Home as Transition, and (4) Coming Home. Through each portrait, the role of life changes and transitioning towards new beginnings is discussed, along with possibilities and constraints for ongoing discussion and reflection.

scholarly journals EARLY CHILDHOOD CARE & EDUCATION: AN ICT PERSPECTIVE

2012 ◽  
Vol 27 (1) ◽  
Author(s):  
Pradeep Kumar Mishra ◽  
Anthony Joseph
Keyword(s):  
Early Childhood ◽  
Early Years ◽  
Ongoing Debate ◽  
Early Introduction ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

In the 21st century, technology serves to reinforce the educational bedrock of any country. Technology has revolutionized the teaching learning process by integrating different source of knowledge - clearly visible from primary to post-tertiary level. This paper examines the introduction of ICT in early childhood years centred on the relationship of ICT with the cognitive, emotional and social development of children. The paper discusses various aspects of the ongoing debate around ICT usage in the early years and tries to answer some of the relevant issues namely, the rationale for early introduction of ICT, the perceived risks and benefits involved in its usage, the role of the parents, and fostering appropriate application of ICT in the early childhood classrooms.

scholarly journals The role of the State in Early Childhood Care and Education: Kindergartens as a Case Study of Changing Relationships

2008 ◽  
Author(s):  
Claire Davison ◽  
Linda Mitchell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
The State ◽  
Childhood Education ◽  
Employment Conditions ◽  
Early Childhood Care ◽  
Role Of The State ◽  
Childhood Care

Much of the public discussion of early childhood education policies has focused on particular policy initiatives, rather than considering more broadly what should be the role of the state in relation to young children’s education and upbringing. The roles that the state chooses to play are political decisions that are influenced by constructions of childhood and preferred policy approaches. In turn, these policy approaches help shape the nature of early childhood education. This article analyses changing models of state responsibility for New Zealand kindergartens to highlight their repercussions on kindergartens and the wider early childhood education sector. It argues that the state needs to take a supportive and responsible role in provision of early childhood care and education, to support a move away from a market model, and to resolve inequities in children’s access and teacher employment conditions that continue to beset the sector. The article ends by setting the discussion within an international context and suggesting policy challenges for early childhood education in New Zealand.

scholarly journals “Don’t Delay Learning”: Igniting Promotion of Pedagogical Transformation Strategies in Early Childhood Care Education

2021 ◽  
Vol 20 (5) ◽  
pp. 177-188
Author(s):  
Shawe Thulebona ◽  
Nhase Zukiswa ◽  
Dube Bekithemba
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Care Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
To Come

The global pandemic COVID-19 has forced traditional teaching pedagogies to meet the new educational demands such as remote learning. The safety measures and regulations of COVID-19, such as social distancing, have challenged all facets of education to transform their pedagogical strategies to mitigate the spread of the pandemic, but the rate has been slow to catch up the lost learning time in Early Childhood Care Education (ECCE). This study, underpinned in critical emancipatory research, responded to two questions: what are the challenges of ECCE in the context of COVID-19 and how ECCE could adapt ways of promoting transformative pedagogical strategies. This article underpins the notion that ECCE practitioners should be equipped with novel technology methodologies that replace traditional face-to-face teaching and learning. However, it is reasonable to believe that face-to-face teaching and learning will not be totally replaced by any other new methodology or fads; it will remain important for some years to come, especially in the lower level classes. A hybrid approach of using both the in-person and distance learning strategies for flexibility and manageability by both learners and practitioners seems promising at the moment. In short, this paper explores the challenges to explore promotion of pedagogical transformation strategies in ECCE, and offers some correctives because this will be an ongoing issue for years to come. There are no easy solutions to be packaged in fancy terminology. We argue that the early promotion of transformative pedagogical strategies will assist the children and make the practitioners’ work more flexible and understandable.

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