scholarly journals Teaching learning materials in the early childhood care and education centre in Golaghat district of Assam

2015 ◽  
Vol 10 (2) ◽  
pp. 471-475
Author(s):  
SAMPREETY GOGOI
Keyword(s):  
Early Childhood ◽  
Learning Materials ◽  
Early Childhood Care ◽  
Education Centre ◽  
Childhood Care ◽  
Teaching Learning

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 Validating the teaching, learning, and assessment quality of Malaysian ECCE instrument

2021 ◽  
Vol 10 (1) ◽  
pp. 135
Author(s):  
Hishamuddin Ahmad ◽  
Nordin Mamat ◽  
Mazlina Che Mustafa ◽  
Syahida Iryani Mohd Yusoff
Keyword(s):  
Early Childhood ◽  
Education Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Teaching Learning ◽  
Polytomous Item Response ◽  
Rating Model ◽  
Variance Explained

<span>Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument’s reliability was overall very good (α=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality.</span>

Development of Quality Early Childhood Care and Education (QECCE) Scale: Factor Structural and Psychometric Properties

2019 ◽  
Vol 18 (11) ◽  
pp. 385-396
Author(s):  
Wong Kung-Teck ◽  
Jamilah Omar ◽  
Sopia Md Yassin ◽  
Mazlina Che Mustafa ◽  
Norazilawati Abdullah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Scale Factor ◽  
Early Childhood Care ◽  
Childhood Care

scholarly journals Cash transfers and early childhood care and education in Zimbabwe: A critical inquiry to discourse, theory and practice

2016 ◽  
Vol 6 (2) ◽  
pp. 9 ◽  
Author(s):  
Hilton Nyamukapa
Keyword(s):  
Early Childhood ◽  
Social Protection ◽  
Public Investment ◽  
Theory And Practice ◽  
Cash Transfer ◽  
Transfer Program ◽  
Early Childhood Care ◽  
Food Education ◽  
Childhood Care ◽  
Access To Food

<p>Cash transfer based social protection can potentially contribute positively upon targeted beneficiaries on a variety of developmental aspects. This study explored the pilot and scaled-up phases of the Harmonised Social Cash Transfer program to determine impacts towards improving under-eight children’s access to food, education, and health services. Stories of significant change were gathered in retrospect from purposively sampled caregivers and children beneficiaries. Based on thematic and guided analysis, it emerged that the programmes’ theoretical and practical approaches renders the interventions less effective as impact assessment is narrowed to the early childhood cohort. This is furthered by relatively insufficient size of grants disbursed per household and commodity supply-side challenges. Consequently, a review to theoretical and practical tenets of the cash transfer approach becomes imminent in the Zimbabwean context. Targeting criteria needs refinement and supplemented with policy and multi-faceted public investment to address underlying limitations to impact on young children. </p>

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