scholarly journals INTERVENCIÓN EN FUNCIONES EJECUTIVAS EN EDUCACIÓN INFANTIL

2017 ◽  
Vol 3 (1) ◽  
pp. 253 ◽  
Author(s):  
Miriam Romero López ◽  
Alicia Benavides Nieto ◽  
María Fernández Cabezas ◽  
Mª Carmen Pichardo Martínez
Keyword(s):  
Early Childhood ◽  
Executive Functioning ◽  
Executive Functions ◽  
School Readiness ◽  
Computer Games ◽  
Intervention Development ◽  
School Curriculum ◽  
Skills Acquisition ◽  
Childhood Education ◽  
Math Readiness

Abstract.INTERVENTION IN EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD EDUCATIONExecutive functions defined as the set of higher-order cognitive processes that allow an intentional and directed behavior towards a goal, are vital for success in life, at school, and at work. Improving executive functions in the early stages is very important because problems in executive functioning, in the preschool stage, predict cognitive achievement in later stages and have a central role in school readiness and in the first academic skills acquisition. Recent studies have found positive relationships between executive functioning capacities and math readiness in preschoolers. Likewise, an extensive bibliography suggests an inverse relationship between executive functions and aggressive behavior in humans. For this reason, the objective of this research is to conduct a review of the programs and activities aimed at improving the executive functions in the preschool stage. Various activities and programs have been shown to improve children executive functions, such as computer games, martial arts, yoga, mindfulness and programs included in the school curriculum. The results of studies conducted on the implementation of some of the above activities or programs are promising and suggest that different strategies can be useful in improving executive functions during the preschool years.Key words: executive functions, early childhood education, evaluation, Intervention, development, inhibitory control, working memory, cognitive flexibility.Resumen.Las funciones ejecutivas definidas como el conjunto de procesos cognitivos de orden superior que permiten un comportamiento intencional y dirigido hacia un objetivo, son vitales para el éxito en la vida, en la escuela, y en el trabajo. Mejorar las funciones ejecutivas en las primeras etapas es muy importante porque los problemas en el funcionamiento ejecutivo, en la etapa preescolar, predicen los logros cognitivos en etapas posteriores y tienen un papel central en la preparación escolar y en la adquisición de las primeras habilidades académicas. Estudios recientes han encontrado relaciones positivas entre las capacidades de funcionamiento ejecutivo y la preparación de matemáticas en niños en edad preescolar. Igualmente, una extensa bibliografía sugiere una relación inversa entre las funciones ejecutivas y la conducta agresiva en los seres humanos. Por esta razón, el objetivo de la presente investigación es realizar una revisión de los programas y actividades destinados a la mejora de las funciones ejecutivas en la etapa preescolar. Diversas actividades y programas han demostrado mejorar las funciones ejecutivas de los niños, tales como los juegos computarizados, las artes marciales, el yoga, la atención plena y los programas incluidos en el currículum escolar. Los resultados de los estudios realizados sobre la aplicación de algunas de las actividades o programas mencionados son prometedores y sugieren que las diferentes estrategias pueden ser útiles para mejorar las funciones ejecutivas durante el período preescolar.Palabras clave: funciones ejecutivas, educación infantil, intervención, desarrollo, control inhibitorio, memoria de trabajo, flexibilidad cognitiva.

The Importance of Future Kindergarten Teachers' Beliefs about the Usefulness of Games Based Learning

2014 ◽  
Vol 4 (1) ◽  
pp. 78-90 ◽  
Author(s):  
Dionysios Manessis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Computer Games ◽  
Kindergarten Teachers ◽  
Computer Usage ◽  
Learning Beliefs ◽  
Childhood Education ◽  
Education Data ◽  
Teachers Beliefs

This paper examines the importance of future kindergarten teachers' beliefs about the usefulness of Games Based Learning in Early Childhood Education. Data were collected by using questionnaires which were given to the participants at the end of an introductory level, Information and Communication Technologies course. The sample of this study was 200 students attending a Bachelor in Education degree at the faculty of Early Childhood Education, University of Athens, in Greece. Results indicated that the majority of the sample had very positive beliefs about the use of Games Based Learning in pre-school education. Most of the students agreed that educational digital games are a useful way to enhance young children's learning. Beliefs were significantly affected by: year of study, frequency of computer usage, experience in a pre-school classroom, previous experience in playing computer games, and previous courses about the use/integration of educational technologies in kindergarten classroom.

The Play Theory and Computer Games Using in Early Childhood Education

2014 ◽  
Vol 4 (3) ◽  
pp. 47-60
Author(s):  
Svetlana Gerkushenko ◽  
Georgy Gerkushenko
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Games ◽  
Developmentally Appropriate ◽  
Kindergarten Teachers ◽  
Preschool Age ◽  
Play Theory ◽  
Childhood Education ◽  
Classroom Activities

The article describes the role of play in child's development and identifies the characteristics of mature play in preschool age. The paper gives an overview of the computer games for preschool children used in Russian kindergartens. The research conducted with 50 Russian kindergarten teachers provides the analysis of the most important factors of computer programs selection made by teachers for their classroom activities. It is analyzed whether the factors concern the theory of children's play and whether the kindergarten teachers need the scaffolding program for choosing computer games appropriate for children's development. It is described the essence of the scaffolding program. They are formulated the criteria for evaluating computer games to make classroom activities developmentally appropriate.

scholarly journals Ask Them: Child Participation in the Development of Educational Services

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Manuel Finelli ◽  
Claudia Rocca ◽  
Valentina Marchesi ◽  
Stefania Maggi
Keyword(s):  
Early Childhood ◽  
Policy Making ◽  
School Quality ◽  
School Curriculum ◽  
Educational Services ◽  
Consultation Process ◽  
Childhood Education ◽  
United Nations Convention ◽  
Children’S Views ◽  
The Right

In accordance with Article 12 of the United Nations Convention on the Right of the Child (UNCRC), we conducted a consultation process with 113 children between four and seven years of age from five different schools in Italy. We asked children to imagine their ideal school in guided conversations, drawings, and drawing descriptions. Their responses were organised into three thematic areas: (a) school quality, (b) purposes of early childhood education, and (c) activities to include in the school curriculum.  Consistent with literature on participatory research, this six-month consultation process demonstrates that even young children’s views can be useful to policy-making. Particular attention is given to the methodology. 

Book review: Venita Kaul and Suman Bhattacharjea (Eds.), Early Childhood Education and School Readiness in India: Quality and Diversity

Social Change ◽  
2020 ◽  
Vol 50 (4) ◽  
pp. 624-626
Author(s):  
Kiran Bhatty
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Childhood Education

Venita Kaul and Suman Bhattacharjea (Eds.), Early Childhood Education and School Readiness in India: Quality and Diversity. Singapore: Springer Nature, 2019, 262 pp., EUR 93.08, ISBN: 9789811370069 (E-Book).

scholarly journals Constructing deficit data doppelgängers: The impact of datafication on children with English as an additional language

2019 ◽  
Vol 21 (3) ◽  
pp. 253-265 ◽  
Author(s):  
Mandy Pierlejewski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Communication Skills ◽  
Childhood Education ◽  
Number Of Children ◽  
Starting Point ◽  
Education And Care ◽  
The Impact ◽  
British Culture

In this article, an evaluation of the English early childhood education context reveals children constructed as data. The complex, chaotic and unpredictable nature of the child is reconstituted in numerical form – a form which can be measured, compared and manipulated. Children are reconceptualised as data doppelgängers, ghostly apparitions which emulate the actual embodied child. The focus of early childhood education and care thus moves from child-centred to data-centred education. The author specifically focuses on the impact of this aspect of the performative regime on children who have English as an additional language – an under-researched area in the field. Foucault’s work on governmentality is used as a theoretical lens through which to understand the process of datafication. The author uses a composite child, generated from a number of children from her experience as a teacher, as a starting point for discussion. This reveals children as disadvantaged, as their home languages are no longer used to assess communication skills. Their data doppelgängers are not useful to the teacher as they are unable to demonstrate a Good Level of Development – a key measure of school readiness in English policy. The author argues that in post-Brexit-vote Britain, subtle changes to early childhood education increase disadvantage, promoting white, British culture and thus marginalising those from other cultures.

scholarly journals A Review of Early Childhood Education (ECE) in Bangladesh: Status and Impact

2020 ◽  
Vol 12 (1) ◽  
pp. 59
Author(s):  
Rafiath Rashid ◽  
Abdeljalil Akkari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
School Achievement ◽  
Early Years ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Disaggregated Data ◽  
Child Learning

This literature review has evaluated the effort and promise of investing in early childhood education in the context of Bangladesh in terms of policy, access, quality and impact. The findings on access showed that with improved policies and provisions from government, there has been a dramatic increase in pre-primary enrolment where along with government other private providers have come up in the early-years education space contributing significantly in terms of providing access. The review could not find consistent and disaggregated data on the access and provisions for the younger cohort of children aged 3 to 5 years old who are supposed to be under early childhood education provisions according to the ECCD policy. The review found evidences of positive correlation between quality and child learning outcomes in the context of Bangladesh, however, the criteria, definition and interpretation of ‘quality’ for ECE is yet to be studied and implemented. It is quite evident from the review that there are variation of teachers’ qualifications and lack of materials and evidences of pedagogical practices in the ECE classrooms. Along with quality, this review found impact of ECE in two areas: school readiness and primary school achievement.

Emergent literacy as sociocultural practice: How well do New Zealand parents fit with Te Whāriki?

2016 ◽  
Vol 17 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Qilong Zhang
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
School Readiness ◽  
Learning Outcomes ◽  
Emergent Literacy ◽  
National Curriculum ◽  
Childhood Education ◽  
Parents And Children ◽  
Te Whāriki

A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum Te Whāriki call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers’ approach to emergent literacy takes centre stage in research, little is known about approach of parents and whether and to what extent it is in tune with the national curriculum framework. Adopting deductive qualitative analysis, this study examines beliefs and practice about their child’s emergent literacy of 25 parents from New Zealand public kindergartens against the learning outcomes of emergent literacy proclaimed in Te Whāriki. The findings confirm general compatibility between parents’ approach to emergent literacy and that of Te Whāriki. Parents in this study recognize and respond to the importance of the preliteracy skills (e.g. name writing) for school readiness, which concretizes, operationalizes and localizes the generally, loosely and vaguely defined Te Whāriki learning outcomes. The findings support the practicality of the co-construction of local emergent literacy programmes by teachers and parents in chartered early childhood education services in New Zealand.

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