scholarly journals Developing Training Evaluation Instrument for Teachers of Elementary School and Early Childhood Education in Pekanbaru, Riau

2021 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Training Evaluation ◽  
Evaluation Instrument ◽  
Childhood Education

scholarly journals Uso do ambiente Code.org para ensino de programação no Ensino Fundamental I - uma experiência no Desafio Hora do Código.

2019 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Márcia Regina Kaminski ◽  
Clodis Boscarioli
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Public School ◽  
Early Childhood Education ◽  
Student Development ◽  
School Environment ◽  
Educational Games ◽  
The State ◽  
Childhood Education ◽  
Positive Results

<p class="ResumoRevista"><strong>Resumo: </strong>O ensino de programação pode oferecer importantes contribuições ao desenvolvimento dos estudantes. Vários movimentos incentivam o ensino de programação nas escolas por meio de eventos como os da Hora do Código. A plataforma Code.org é um ambiente utilizado para promoção destes eventos que disponibiliza gratuitamente jogos educacionais para o ensino de programação. Este trabalho relata a experiência da participação de alunos de 2º a 5º ano de Ensino Fundamental I de uma escola pública em um destes eventos ocorrido no Estado do XXXXXX. Os resultados positivos motivaram a escola a estender as atividades com a plataforma Code.org para alunos de 1º ano e Educação Infantil. Os resultados dessas experiências são também detalhados.</p><p><strong>Abstract:</strong> The teaching of programming is gaining space in the school environment given the contributions it can offer to student development. Several movements encourage this work in schools through events such as Hora do Código. The Code.org platform is an environment used to promote these events that provides free educational games for programming learning. This paper reports the experience of the participation of students from 2nd to 5th year of Elementary School I of a public school in one of these events occurred in the State of XXXX. The positive results motivated the school to extend its activities with the Code.org platform for 1st year students and Early Childhood Education. The results of these experiments are also detailed.</p><p> </p>

scholarly journals The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

AbstractThree to seven percent of preschoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2008, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyze bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model. In the adjusted analysis, preschoolers with special educational assistance had on average by 0.1 (0.03-0.16) standardized mean deviation weaker psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes. We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for preschoolers with developmental or behavior problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

scholarly journals Leitura e produção de texto na educação infantil e séries iniciais do ensino fundamental I / Reading and text production in early childhood education and initial series of elementary school I

2021 ◽  
Vol 7 (8) ◽  
pp. 78890-78903
Author(s):  
José Henrique Rodrigues Machado ◽  
Natasha Ferreira Reis ◽  
Anna Carolina Costa Mendes ◽  
Walifer Reis ◽  
Evandro Barros Ribeiro ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Initial Series ◽  
Text Production

A pesquisa no PPGE-UEPG/PR: Educação física escolar, educação infantil e formação de professores

2021 ◽  
Author(s):  
Silvia Christina de Oliveira Madrid
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Physical Education ◽  
The State ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Theoretical Assumptions

The research (PPGE/UEPG) of this work deals with themes in the areas of School Physical Education, Early Childhood Education and Teacher Training. The authors' academic production is linked to the axes and lines of research of the Study and Research Group on School Physical Education and Teacher Training – Gepefe (UEPG/CNPq). The work begins by presenting the study on the theoretical assumptions that underlie Education for Peace as an educational component of a Culture of Peace, the effective approach from the perspective of Edgar Morin's Theory of Complexity. Next, the study on the methodological theoretical assumptions of Physical Education in the final years of elementary school of the Public Network of the State of Paraná is presented, the research was carried out in schools in a municipality in the interior of the State. The theme of the third study deals with how school management is realized in the pedagogical practice of Early Childhood Education. The fourth study deals with the pedagogical practice of Physical Education in the early years of elementary school of the Municipal Education Network, in an interior city of the State of Paraná. At the end of the work, Gepefe's academic contribution is presented as a space for dialogues between the school context and the Training of Physical Education teachers, in the areas of teaching, research and extension. The authors hope that the work will contribute to foster discussions in the academic and professional spheres, providing debates and reflections in relation to the context of School Physical Education, Early Childhood Education and Teacher Training.

scholarly journals LISTENING TO THE CHILDREN IN RESEARCH AND QUALITY OF EARLY CHILDHOOD EDUCATION

2019 ◽  
Vol 49 (174) ◽  
pp. 16-35
Author(s):  
Silvia Helena Vieira Cruz ◽  
Sandra Maria de Oliveira Schramm
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Experiences ◽  
Educational Services ◽  
Childhood Education ◽  
Racial Relations ◽  
Research Studies

Abstract Based on the image that Childhood Pedagogy has been creating of children as rich, competent, diverse, and with rights, the article highlights their perspective on themes related to their educational experiences. Based on research studies done in Brazil, published between 2008 and 2018, which heard children, this paper presents voices expressing opinions, wishes, complaints, and fears about subjects such as discipline, play, ethnic-racial relations, and the transition to elementary school. These voices express the competence of children to evaluate the educational services meant for them and often reveal violations of rights that are guaranteed in official documents. These voices need to be heard and considered to build the quality of early childhood education.

scholarly journals IbM Teacher of Early Childhood Education in Mempawah Hilir Sub District for Learning Tools Designing Based on 2013 Curriculum

2019 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Rody Putra Sartika ◽  
Lukmanul Hakim ◽  
Lukman Hadi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Tools ◽  
Evaluation Instrument ◽  
Knowledge And Skills ◽  
Childhood Education ◽  
Instrument Evaluation ◽  
K 13 ◽  
Training Activities ◽  
And Training

The main goal of this IbM was to improve (1) knowledge and skills of the teacher from Malikian to design APE (2) knowledge and skills of the teacher from Tanjung and MAlikian to design K-13 based RKH, (3) knowledge and skills of the teacher from MAlikian and Tanjung on designing K-13 based evaluation instrument. The output of this IbM was (1) 8 APE, (2) 16 RKH, (3) 16 evaluation instrument. Methods of this activity were (1) giving a course to teachers how to design APE, RKH, and K-13 based evaluation instrument, (2) training teachers how to design APE, RKH, and instrument evaluation. (3) giving guidance of implementation of APE, RKH and K-13 based instrument evaluation. Evaluation of this activity was done two times which was done after the course and training activities. As a result, this IbM was successfully done without mistakes and obstacles.

scholarly journals The Effect of Special Educational Assistance In Early Childhood Education And Care On Psycho-Social Difficulties In Elementary School Children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

Abstract Background: Three to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. Methods: We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyse bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model.Results: In the adjusted analysis, pre-schoolers with special educational assistance had on average by 0.1 (0.04-0.16) standardised mean deviation fewer psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes.Conclusion: We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

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