scholarly journals Prediction of Reading and Writing in Elementary Education through Early Childhood Education

2020 ◽  
Vol 40 ◽  
Author(s):  
Talita de Cassia Batista Pazeto ◽  
Natália Martins Dias ◽  
Cristiano Mauro Assis Gomes ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Executive Functions ◽  
Oral Language ◽  
Family Characteristics ◽  
First Year ◽  
Reading And Writing ◽  
Childhood Education ◽  
Initial Reading

Abstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention.

scholarly journals Teaching Human Development to Early Childhood Education Students: A Cultural-Contextual Perspective

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Howard A. Smith
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Development ◽  
Small Degree ◽  
First Year ◽  
Contextual Approach ◽  
Education Students ◽  
Childhood Education ◽  
The Individual ◽  
Development Course

The focus of a cultural-contextual approach to development is to recognize the fact that considerable differences exist among human individuals, especially in terms of their diverse sociocultural backgrounds. This paper examines how a group of early childhood education students responded to the presentation of a cultural-contextual approach during a human development course. A variety of data were gathered on the reactions of 81 students enrolled in the course during their first year of a four-year undergraduate degree program in early childhood education. The data reflected a number of course-related issues, and the investigation looked for signs that the cultural approach was salient for the students. There appeared to be evidence for only a small degree of success in conveying the approach in terms of students actually mentioning such issues. In analyzing the findings we propose that to reach a larger number of students, it may be necessary to address in a deliberate way the explicit and implicit messages concerning what is important to know about human development. The underlying assumptions of the wider course of study may need to be addressed as well, both at the program level and within the individual courses themselves. Implications for teaching are presented.

Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it

2019 ◽  
Vol 101 (1) ◽  
pp. 12-17
Author(s):  
R. Clarke Fowler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
The United States ◽  
Early Years ◽  
Childhood Education ◽  
Appropriate Practices ◽  
Educational Importance

In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and the effects it has on early childhood education. He recommends moving toward a preK-3 license that requires teachers to learn developmentally appropriate practices for the education of young children.

scholarly journals Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

2010 ◽  
Vol 1 (2) ◽  
pp. 34-54
Author(s):  
Nwachukwu Prince Ololube ◽  
Teinye Briggs ◽  
Peter James Kpolovie ◽  
Salome Uwaoma Ezindu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Active Role ◽  
Reading And Writing ◽  
Childhood Education ◽  
Communicative Approach ◽  
Teaching Responsibilities

Abstract This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.

scholarly journals Desarrollo de la competencia en comunicación lingüística en primer curso de los grados de educación infantil y educación primaria: una experiencia de aula en la UPV/EHU / The Development of Linguistic Communication Skills in First Year Grades of Kindergarten and Primary Education: A Classroom Experience at UPV/EHU

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Asier Romero Andonegi ◽  
Iñaki Gaminde ◽  
Aintzane Etxebarria ◽  
Urtza Garay
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Communicative Competence ◽  
First Year ◽  
Linguistic Communication ◽  
Elementary And Secondary Education ◽  
Childhood Education ◽  
Education Degree ◽  
Educación Primaria

ABSTRACTIn this article we intend to reflect on an experience that we have launched this course in Early Childhood Education degree in Primary Education and the E.U. of Education at the UPV/EHU. Specifically, we refer to the implementation within the new plans of the new degrees (European Higher Education Area) Early Childhood Education and Elementary and Secondary Education within the same in their first module of the course: Communicative Competence Development I. This material has the characteristic of teaching in a bilingual environment so that the development of different practices (through cooperative group work) have been of great interest to acquire greater proficiency.RESUMENCon este trabajo pretendemos reflexionar en torno a una experiencia que hemos puesto en marcha este curso en las titulaciones de Educación Infantil y de Educación Primaria de la E.U. de Magisterio de la UPV/EHU. En concreto, nos referimos a la implantación dentro de los nuevos planes EEES de las nuevas titulaciones de Educación Infantil y de Educa-ción Primaria y dentro de la misma en su primer módulo de la asignatura: Desarrollo de la Competencia Comunicativa I. Esta materia cuenta con la particularidad de impartirse en un entorno bilingüe por lo que el desarrollo de las diferentes prácticas (por medio del trabajo grupal cooperativo) ha resultado de sumo interés para la adquisición de una mayor compe-tencia lingüística. Contacto principal: [email protected]

scholarly journals “EU TÔ ASSUSTADO. NÃO QUERO SAIR DA MINHA ESCOLA.” REFLEXÕES SOBRE A TRANSIÇÃO DAS CRIANÇAS DA EDUCAÇÃO INFANTIL PARA O PRIMEIRO ANO DO ENSINO FUNDAMENTAL. "I'M SCARED. I DO NOT WANT TO LEAVE MY SCHOOL ". REFLECTIONS ON THE TRANSITION OF CHILDREN IN EARLY CHILDHOOD EDUCATION FOR THE FIRST YEAR OF FUNDAMENTAL EDUCATION.

RevistAleph ◽  
2018 ◽  
Author(s):  
Débora De Lima Do Carmo ◽  
Maria Vitória Campos Mamede Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
First Year ◽  
Childhood Education ◽  
Fundamental Education

O artigo parte de um episódio de integração das crianças do último grupamento da Educação Infantil com alunos do primeiro ano do Ensino Fundamental de uma mesma instituição pública. Destacam-se alguns fios presentes nessa trama ao abordar a passagem da Educação Infantil para o primeiro ano enquanto inserção crítica que necessita de acolhimento. Fios que nos fazem problematizar e refletir sobre a importância do ambiente confiável, as barreiras de aprendizagem e o trabalho com o lúdico como possibilidade de uma transição que seja desejável pelas crianças. Além disso, busca-se nesse texto trazer a dimensão do cuidado numa perspectiva ética e política ao pensar nesse processo de transição das crianças entre esses dois segmentos.

scholarly journals DA EDUCAÇÃO INFANTIL AO ENSINO FUNDAMENTAL – APONTAMENTOS SOBRE A FORMAÇÃO DOCENTE AOS ACONTECIMENTOS COMO POTENCIALIDADE PARA OS ENCONTROS E SENTIDOS FROM CHILDREN EDUCATION TO FUNDAMENTAL TEACHING - PRESENTATIONS ON TEACHER TRAINING TO EVENTS AS POTENTIALITY FOR MEETINGS AND MEANINGS

RevistAleph ◽  
2018 ◽  
Author(s):  
Letícia Santos Da Cruz
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Teaching Practice ◽  
Childhood Education ◽  
Transitional Process ◽  
Starting Point ◽  
Children Education

O texto apresentado toma como ponto de partida o processo transitório da Educação Infantil para o Ensino Fundamental a fim de compreender como a formação pode contribuir para o estabelecimento de diálogos. Baseia-se nas contribuições de Cruz (2012) e Saviani (2007) para abordar o caráter da pedagogia em sua dimensão teórica e prática e, Nóvoa (2017), no sentido de olharmos para a prática docente comoposições entre os sujeitos e seus conhecimentos, assim como em demais autores relevantes. Propõe que a prática docente, no processo de transição da Educação Infantil para o Ensino Fundamental, instaure possibilidades significativas ,  configurando-se como acontecimentos em transição e nestes, estabeleça potencialidades da prática nos encontros em espaços de enunciações. The text presented takes as a starting point the transitional process from Early Childhood Education to Elementary Education in order to understand how training cancontribute to the establishment of dialogues. It is based on the contributions of Cruz (2012) and Saviani (2007) to approach the character of pedagogy in its theoretical andpractical dimension, in Nóvoa (2017) in order to look at teaching practice as positions between subjects and their knowledge, as well as in other relevant authors. It proposes that the teaching practice in the process of transition from Early Childhood Education to Elementary Education establishes significant possibilities as events in transition, in these, the potentiality of practice lies in the meetings in spaces of enunciations.

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