scholarly journals Neuropsychomotor development assessment of children aged 0 to 5 in early childhood public education centers

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Luize Bueno de Araujo ◽  
Diomar Augusto de Quadros ◽  
Marília Pinto Ferreira Murata ◽  
Vera Lúcia Israel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Self Esteem ◽  
Nutritional Risk ◽  
Significant Variable ◽  
Therapy Assessment ◽  
Childhood Education ◽  
Figure Drawing ◽  
Children's Development ◽  
Children’S Development

ABSTRACT Purpose: to investigate the neuropsychomotor development, as well as nutritional and cognitive/emotional aspects of children aged 0 to 5, attending early childhood education centers, aiming at early identification and prevention of risks and delays in children’s development. Methods: the population studied was composed of 85 children attending two early childhood education centers. The children’s development approach was contextual, by means of ludic physical therapy assessment, by using the DENVER II scale; complementary assessments of their nutritional status were also performed, based on anthropometric measurements of weight and height, as well as evaluations of the cognitive/emotional development aspects through the Free Hand Drawing and Human Figure Drawing Tests. Results: neuropsychomotor development was found to be within normal range in 69.41% of the children and questionable in 30.58% of them. The significant variable affecting the result was found to be the class in which some children were inserted. In the scale utilized, the best performance was considered to be the gross motor skills (7.69%) and the most questionable performance occurred in the language skills (58.85%). As for nutritional data, it was discovered that 27.06% of the children had some nutritional risk, 22.35% had obesity risk and 4.71%, malnutrition risk. In the cognitive/emotional analysis, the result was that 34.37% of the children presented signs of difficulties related to adaptation and socialization or self-esteem. Conclusion: in the present study, about one-third of the children participating presented questionable neuropsychomotor development, especially in the field of language; in this regard, the class to which the children belong may constitute a barrier to their development. These children presented nutritional risks, with a tendency towards obesity, as well as the possible difficulties regarding adaptation and socialization or self-esteem.

Monitoring children’s development in early childhood education settings to promote early detection of autism

2021 ◽  
pp. 183693912199808
Author(s):  
Beth Mozolic-Staunton ◽  
Josephine Barbaro ◽  
Jacqui Yoxall ◽  
Michelle Donelly
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Education ◽  
Early Detection ◽  
Population Surveillance ◽  
Early Childhood Educators ◽  
Policy Reforms ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

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

Impact Study: Early Education use and Child Outcomes up to Age 5

2020 ◽  
Vol 8 (10) ◽  
pp. 414-417
Author(s):  
David Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Child Outcomes ◽  
Impact Study ◽  
Childhood Education ◽  
Education And Care ◽  
The Subject ◽  
Children's Development ◽  
Children’S Development

There is evidence to suggest that early childhood education and care has a significant impact on children's development. A recent report on the subject has revealed some interesting conclusions about the link between settings and outcomes

Neuroscience and the construction of a new child in early childhood education in Indonesia: A neoliberal legacy

2021 ◽  
pp. 001139212098587
Author(s):  
Vina Adriany ◽  
Jan Newberry
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Conceptual Framework ◽  
Disciplinary Power ◽  
Childhood Education ◽  
Societal Issues ◽  
New Form ◽  
Technological Means ◽  
Children's Development ◽  
Children’S Development

Neuroscience has become a new ‘truth’ in early childhood education across the globe, including in Indonesia. This article aims to demonstrate how the alignment of neuroscience discourse and the legacy of neoliberalism constructs a new form of childhood in Indonesia. The conceptual framework of brain science, predicated on biological determinism, suggests that the brain will significantly influence not only children’s development in the present but also will have an impact in the future. Neuroscience is also based on the idea of transparency. Beneath this conceptual framework lies the idea that a child’s mind can be made visible through both technological means and standardized development measures. Global neoliberal discourse reinforces this techno-scientific approach through the concept that stimulating children’s development facilitates economic growth in a country. This instrumental use of child development contrasts with the paradigm which emphasizes children’s agency. This article is based on ongoing and previous fieldwork from both authors. Using Foucault’s concept of discourse and disciplinary power, the authors argue that neuroscience has become the truth that hides societal issues such as poverty as well as becomes a form of surveillance that constructs a child as being open to the adult gaze and surveillance. The findings will also illuminate the tension and negotiation between local values and global values in assembling a new form of childhood in Indonesia.

Outdoor Play and Learning in Early Childhood Education

Education ◽  
2021 ◽  
Author(s):  
Eva Ärlemalm-Hagsér ◽  
Sue Elliott
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Well Being ◽  
Outdoor Play ◽  
Childhood Education ◽  
Space Design ◽  
Rights Of The Child ◽  
Play Space ◽  
Children's Development ◽  
Children’S Development

Play in early childhood education is foundational, and outdoor play in particular offers unique learning and development opportunities. Outdoor play in early childhood education has significant historical legacies that have been somewhat eroded in the 20th century with the advent of manufactured play equipment, indoor screen-based technologies, and “top down” curriculum priorities. More recently, a reinvigoration of outdoor play has been inspired by the widely perceived Western need to connect children with nature: perhaps, nature as the “cure all” for the 21st-century lifestyles of many children. Outdoor play also aligns with the United Nations Convention on Rights of the Child to play, to experience nature, and, in the longer term, to mitigate global sustainability concerns. In early childhood education, indoor and outdoor play spaces must be considered as equally valid learning environments. Outdoor play may occur in center-based play spaces or beyond in local natural environments such as forests or beaches. Yet, too often, outdoor environments are limited or lacking in increasingly urbanized cities. Outdoor play and learning in early childhood education is a multifaceted topic spanning children’s well-being and physical skills, risk management, and play-space design to immersion in natural outdoor settings and teachers’ outdoor pedagogies and dispositions. As a consequence the literature is diverse, but also now expanding as advocacy for children’s outdoor play in natural settings gains momentum. This article outlines research on outdoor play and learning in early childhood education across six key themes. The first theme is Outdoor Pedagogy, and here the focus lies on the history, rationale, and knowledge about outdoor play, as well as the pedagogical role of the teacher. The second theme, Children’s Development and Learning through Outdoor Play, presents studies that reinforce the fundamental importance of outdoor play for children’s development and learning across varied domains. In the third theme, Play-Space Design, the historical beginnings of design are mapped to current design priorities around participatory approaches and natural elements. The fourth theme, Forest Preschool and Nature Connections, captures the rapid international emergence of these varied outdoor programs, the multiple benefits they offer children, and the emergent research. The fifth theme, Risky Play, presents scientific evidence about play, incorporating the risk of physical injury and the benefits of risk as children manage their risky encounters. The final theme, Outdoor Play and Sustainability, outlines possible shifts from anthropocentric being in nature as a play resource only, to a more ethically informed way of being with nature that challenges dominant global paradigms. Over the last century, the field has moved from a dominant romantic ideal of good nature and normative understandings of the child-in-nature to recognizing and examining understandings of power, gender, and dominant Western early childhood pedagogies and ideologies—as well as the anthropocentric relationships of human-nature and the interconnections between the human and nonhuman.

scholarly journals PEMIKIRAN PENDIDIKAN ANAK USIA DINI MENURUT IBNU QAYYIM Al-JAUZIYAH

2020 ◽  
Vol 1 (02) ◽  
pp. 36-48
Author(s):  
Juli Afnita ◽  
Maemonah Maemonah
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
Learning Environment ◽  
Environmental Influences ◽  
Childhood Education ◽  
Children's Development ◽  
And Training ◽  
Children’S Development

Education takes place in a variety of forms, patterns and institutions. Education can happen anywhere, anytime and anywhere in life. Ibn Qayyim's view sees education of children as an effort to develop from its innate potential. Children need their parents to determine direction in their development. Therefore, children need teaching and training in order to be able to live a variety of potentials and education obtained by children. In the development of children requires social interaction and religious interaction. The connection of thought of Ibn Qayyim in the philosophy of early childhood education refers to the view of behaviorism, due to children in his behavior and the results of environmental influences through children's development depends on their own environment. If the environment that nurtures children well, then fine in the development of the child's environment. And vice versa, if the child is in a learning environment that is less good, then the child will be less optimal in its development.

scholarly journals IMPLEMENTASI PEMBELAJARAN TERPADU TERHADAP PERKEMBANGAN ANAK USIA DINI DI KB-TK ISLAM AL AZHAR 31 YOGYAKARTA

2014 ◽  
Vol 1 (2) ◽  
pp. 160
Author(s):  
Avanti Vera Risti Pramudyani ◽  
Sugito Sugito
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Development ◽  
Integrated Learning ◽  
Analysis Model ◽  
Research Subjects ◽  
Childhood Education ◽  
The Impact ◽  
Children's Development ◽  
Children’S Development

Penelitian ini bertujuan untuk mengetahui implementasi pembelajaran terpadu pada pendidikan anak usia dini dan pengaruh pembelajaran terpadu terhadap aspek perkembangan anak. Penelitian ini adalah Penelitian metode kualitatif dengan dengan pendekatan fenomenologis yang mendeskripsikan tentang pemahaman terhadap seseorang di berbagai situasi dimana akan menjadi bagian utama dalam penggambarannya. Teknik pengumpulan data pengamatan peran serta, di mana peneliti berfungsi sebagai instrumen yang tak terpisahkan dengan subjek penelitian untuk melakukan wawancara mendalam, pengamatan terus-menerus dan studi dokumentasi. Analisis data dilakukan dengan model analisis interaktif yang dilakukan melalui empat kegiatan utama yakni: pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan Proses pembelajaran terpadu yang dilakukan belum memperlihatkan keterkaitan antara tema dan dilakukan melalui tahapan: kegiatan perencanaan, pelaksanaan, dan evaluasi. Pengaruh pembelajaran terhadap perkembangan anak, bidang yang paling menonjol adalah bidang sosial emosional dengan pengenalan “rewards and punishment”.Kata kunci: pembelajaran terpadu, pendidikan anak usia dini, aspek perkembangan anak THE IMPLEMENTATION OF INTEGRATED LEARNING IN EARLY CHILDHOOD DEVELOPMENT IN KB-TK ISLAM AL AZHAR 31 YOGYAKARTAAbstractThis study aims to investigate: (1) the implementation of integrated learning in early childhood education, and (2) the impact of integrated learning on the aspects of children’s development. The study employed the qualitative method with the phenomenological approach in which the illustration of understanding people in different situation becomes the essential point of the data. The data were collected through participant observations, in which the researcher functioned as the instrument inseparable from the research subjects to carry out in-depth interviews, continuous observations, and documentation study. The data analysis technique was the interactive analysis model conducted in four main activities, namely data collection, data reduction, data display, and conclusion drawing or verification. The research findings are as follows. (1) The implemented integrated learning process has not shown the relation among themes and was conducted through the stages of activity planning, implementation, and evaluation. In terms of the impact of learning on children’s development, the most outstanding areas are the emotional and social areas using the introduction to rewards and punishments.Keywords: integrated learning, early childhood education, aspects of children’s development

scholarly journals PENERAPAN KOMPETENSI PEDAGOGIS TENAGA PENDIDIK PAUD PADA PENCAPAIAN PERKEMBANGAN BAHASA DAN MATEMATIKA ANAK USIA DINI

2008 ◽  
Vol 3 (2) ◽  
pp. 131-143
Author(s):  
Moh. Muzaqi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Program ◽  
Lesson Plan ◽  
Childhood Education ◽  
Language And Mathematics ◽  
And Mathematics ◽  
The Right ◽  
Children's Development ◽  
Children’S Development

Some of the teachers’ competencies required in early childhood education are the competencies in pedagogy and andragogy. These competencies deal with teachers’ skill in understanding children’s development, preparing lesson plan, and using the right method and materials suitable to the children’s characteristics. This research was conducted to discover how the teachers using pedagogy competency in language and mathematics in early childhood education. The result of this research was based on parents’ evaluation and observation on their children’s development as they have learned language and mathematics in the early childhood education program.

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