scholarly journals The development of “Early Childhood Education & Care Curriculum Framework Implementation Scale” in Taiwan

2021 ◽  
Vol 11 (4) ◽  
pp. 377-395
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Reliability And Validity ◽  
Childhood Education ◽  
Curriculum Framework ◽  
Validity Tests ◽  
Stage 1 ◽  
Two Stages

Abstract Taiwan government consolidated the kindergarten and daycare systems in 2012, and launched a new national curriculum framework, Early Childhood Education & Care Curriculum Framework (ECECCF), as a guidance for quality early childhood education programs. Research has shown that the effects of a new educational program highly depended on the fidelity of its implementation. It has thus been suggested that the degree of implantation of a program needs be evaluated before conducting further program evaluation. Thus, the purpose of this study was to construct an Early Childhood Education Curriculum Framework Implementation Scale (ECECCF Implementation Scale) for Taiwanese preschool programs. 216 preschool classes in Taiwan were involved. The study consisted of two stages: In Stage 1, the exploratory factor analysis showed that the implementation of ECECCF could mostly be explained by four factors, and all the factors extracted had acceptable reliability and validity. In Stage 2, rubrics were constructed for each item and factor analysis was re-conducted, resulting in a 19-item scale of four factors (Awareness and Adjustment, Learning Centers Arrangement, Teaching Guidance and Curriculum Development). The reliability and validity tests shows that: (1) the final version of the ECECCF Implementation Scale is a valid and reliable instrument, explaining 62.9% of the total variance; (2) the criterion validity indicated that the ECECCF scale can not only be used for assessing the implementation of ECECCF, but also can be used for understanding teachers’ needs in instructional and operational curriculum for further professional development.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

scholarly journals Letramento Visual na Educação Infantil: uma Proposta de Ensino

2019 ◽  
Vol 20 (3) ◽  
pp. 327
Author(s):  
Ana Carolina Vieira de Brito ◽  
Alda Maria Coimbra Aguilar Maciel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Nursery School ◽  
National Curriculum ◽  
Narrative Structure ◽  
Childhood Education ◽  
Teacher Opinion ◽  
Educational Product ◽  
Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract                                                                                                   This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro.  The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

scholarly journals IDENTIDADE PESSOAL E SOCIAL DA CRIANÇA: A IMPORTÂNCIA DOS BRINQUEDOS E DAS BRINCADEIRAS.

2019 ◽  
Vol 2 ◽  
pp. 44
Author(s):  
Raquel Dilly Konrath ◽  
Cláudia Schemes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Identity ◽  
National Curriculum ◽  
Social Formation ◽  
Childhood Education ◽  
Legal Documents ◽  
Curriculum Guidelines ◽  
The Right ◽  
Legal Guidelines

O presente artigo tem como objetivo abordar e analisar a formação da identidade pessoal e social da criança na Educação Infantil estabelecidos nas atuais Diretrizes e Referenciais Curriculares Nacionais da Educação Infantil. Procura, também, identificar a importância das brincadeiras e suas interações, dos brinquedos para o desenvolvimento da formação desta identidade e do papel do professor e da professora nesse processo. Esta pesquisa configura-se como exploratória qualitativa e tem como procedimento técnico a análise dos documentos legais como o Referencial Curricular Nacional para a Educação Infantil: formação pessoal e social (BRASIL, 1998), as Diretrizes curriculares nacionais para a educação infantil (BRASIL, 2010) e os Brinquedos e brincadeiras nas creches: manual de orientação pedagógica (BRASIL, 2012). Entendemos que os textos e as diretrizes legais, mesmo sendo referências nacionais, são significados no seu contexto e, por mais que se procure universalizar práticas, estas só se revelam na ação dos próprios sujeitos que o compõem e lhe dão sentido e significado. Ou seja, por mais que as diretrizes ou as orientações legais sejam prescritivas e universais, quem dá sentido ao texto e ao conhecimento é o próprio sujeito que o vive. Palavras-chave: Identidade. Criança. Formação pessoal e social. Brinquedos.ABSTRACTThis article addresses and analyzes one of the objectives of Early Childhood Education established in the current National Curriculum Guidelines and Frameworks for Early Childhood Education, which is the formation of the child’s personal and social identity. It emphasizes the importance of the games, toys and their interactions for the development of the formation of the personal and social identity and the role of the teacher in this process. This research is configured as a qualitative and thematic research as an analysis of legal documents as the National Curricular Reference for Childhood Education: personal and social formation (BRASIL, 1998), National Curricular Guidelines for Early Childhood Education (BRASIL, 2010), The toys and games in the nursery: pedagogical guidance manual. (BRAZIL, 2012). We understand that texts and legal laws, even if they are national references, are meaningful in their context and therefore are universal practices, these are revealed in the action of more rigorous than the right of speech and meaning. That is, as rough as legal guidelines are prescribed and universal, what gives meaning to the text and to knowledge is the subject who lives.Keywords: Identity. Child. Personal and social formation. Toys.

Mapping the Policy Landscape of Australian Early Childhood Education Policy through Document Analysis

2018 ◽  
Vol 43 (2) ◽  
pp. 4-13 ◽  
Author(s):  
Natasha Hard ◽  
Paige Lee ◽  
Sue Dockett
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Document Analysis ◽  
Childhood Education ◽  
Early Childhood Education Policy ◽  
Early Childhood Policy ◽  
Early School ◽  
Wide Range ◽  
Large Corpus

WHILE MUCH HAS BEEN written about recent reforms in Australian early childhood education (birth to five) policy, less attention has been directed towards the changes across the whole early childhood period (birth to eight) and potential links between policy covering the prior-to-school and early school years. The near-concurrent introduction of two national curriculum documents covering these sectors has provided opportunities to explore such links. Recognising that such national approaches do not emerge from a vacuum, we identified a wide range of additional documents that contributed to the history, development, implementation and evaluation of the national curriculum documents, with the aim of exploring the links across these and the policy imperatives guiding these. Qualitative Document Analysis was used to manage the overwhelming number of related documents that were identified. In this paper, we share the processes used in the descriptive coding of a large corpus of documents, and reflect on the advantages and challenges encountered. We share these reflections not only as a means of contributing to discussions about the nature and impact of early childhood policy, but also to provide a transparent basis for future analyses.

Belonging and language

2019 ◽  
Vol 10 (2) ◽  
pp. 170-182
Author(s):  
Chris Peers
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
20Th Century ◽  
21St Century ◽  
Jacques Derrida ◽  
National Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Existentialist Philosophy ◽  
Philosophical Debates

This article contributes to a growing debate within the field of early childhood education about the concept of ‘belonging’. It continues from earlier discussions that commented on the adoption of Belonging as a key term in the development of a national curriculum for the early years in Australia in 2009, as well as increasingly common references to belonging in various aspects of debate within the field. The article focuses specifically on the idea of belonging as it has emerged within existentialist philosophy in the 20th century, and more recent post-structuralist theories, especially the work of Jacques Derrida. The article ties belonging to language as a means of redefining approaches in early childhood education to the notions of place and context, so as to more rigorously connect ‘belonging’ to the philosophical debates of the 21st century.

scholarly journals A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

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. 

scholarly journals Math Skills Prioritised in the Evaluation of Early Childhood Education

2019 ◽  
Vol 21 (4) ◽  
pp. 115-132
Author(s):  
Crislaine De Anunciação Roveda ◽  
Cristina Cavalli Bertolucci ◽  
João Alberto Da Silva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Three Dimensional ◽  
Math Skills ◽  
Mathematical Skills ◽  
Childhood Education ◽  
Monetary System ◽  
Documentary Analysis

This study deals with the matter of evaluation in early childhood education concerning mathematical knowledge. It aims to identify which skills are prioritised in the evaluation of preschool classes from a public school. The methodological design is the Case Study, and it is based on the documentary analysis. Fifty-two descriptive evaluation documents elaborated by eight teachers were analysed, taking into account the objectives provided by the Brazilian National Curriculum for Early Childhood Education. The data indicate that most of the mathematical skills related to “Number and Numbering System”, “Greatness and Measures” and “Space and Shape” are evaluated and recorded in the documents. It is noteworthy the absence of references to the notions of successor and predecessor, comparison of numeric writings, the monetary system, and bi and three-dimensional representations of objects.

scholarly journals A Importância da Matemática no Desenvolvimento da Criança na Educação Infantil / The Importance of Mathematics in Child Development in Early Childhood Education

2021 ◽  
Vol 15 (57) ◽  
pp. 816-827
Author(s):  
Aywkslânia Nogueira de Souza ◽  
Verônica Rejane Lima Teixeira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
School Environment ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
National Curriculum ◽  
Main Theme ◽  
Childhood Education ◽  
Learning Mathematics

Resumo: O presente projeto tem como tema principal a ser abordado a importância da matemática na educação infantil, tendo como objetivos identificar os fatores que contribuem para essa aprendizagem e como as práticas lúdicas podem oferecer suporte para dinamizar e conscientizar dos benefícios de uma aprendizagem matemática. Para desenvolver esta pesquisa foi utilizada uma metodologia de caráter qualitativo com fontes de estudos bibliográficas, fundamentadas em autores que enfatizam a importância da aprendizagem matemática na educação infantil e em documentos que garantem os direitos de brincar da criança no âmbito escolar e em documentos como Referencial Curricular Nacional na Educação Infantil, A Lei de Diretrizes e Bases da Educação, Base Nacional Comum Curricular e Currículo de Pernambuco, com o intuito de aplicar uma visão aos educadores sobre a aprendizagem Matemática na Educação Infantil. Palavras chave: Matemática; Infantil; Criança; Aprendizagem.  Abstract: This project has as at main theme the importance of mathematics in early childhood education, aiming to identify the factors that contribute to this learning and how playful practices can provide support to boost and raise awareness of the benefits of learning mathematics. To develop this research, a qualitative methodology was used with sources of bibliographical studies, based on authors who emphasize the importance of mathematics learning in early childhood education and on documents that guarantee the children's rights to play in the school environment and on documents such as Curriculum Reference National in Early Childhood Education, The Law of Guidelines and Bases of Education, Common National Curriculum Base and Curriculum of Pernambuco, with the aim of applying a vision to educators on the learning of Mathematics in Early Childhood Education.Keywords: Mathematics; Children; Learning. 

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