scholarly journals Analysis of teachers’ understanding of child-centered approach implementation in pre-school

2015 ◽  
Vol 1 ◽  
pp. 358
Author(s):  
Jana Grava
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education ◽  
Child Interaction ◽  
Teaching Content ◽  
Child Centered ◽  
Education Process ◽  
Pedagogical Approaches

The pre-school education includes teaching content and methods, which ensures development of inquisitiveness, initiative and independency. This encourages child to explore skills, solve tasks and make decisions independently. That makes up the ability to think flexibly and be able to use knowledge in different life situations. Such conditions in education meet the guidelines of child-centered pedagogical approaches. Though the majority of preschools present themselves as supporting the child-centered approach, the conclusion is that the term "child-centered approach" is variously understood and interpreted. It makes variety of assumptions about early childhood education process. This article explores teachers' understanding of the factors which determines the childcentered approach, emphasizing the need to respect the interests of a child, to acquire the skills to select and solve problems. Basically, it is provided by adult and child interaction, based on a meaningful and respectful cooperation as a result of developing a child's selfexperience.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project

2008 ◽  
Vol 38 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Iram Siraj‐Blatchford ◽  
Brenda Taggart ◽  
Kathy Sylva ◽  
Pamela Sammons ◽  
Edward Melhuish
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Education ◽  
Childhood Education

Early childhood educators’ attitudes toward science teaching in Chinese schools

2019 ◽  
Vol 44 (4) ◽  
pp. 423-435
Author(s):  
Pey-Tee Oon ◽  
Bi Ying Hu ◽  
Bing Wei
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Attitudes And Beliefs ◽  
Childhood Education ◽  
Child Centered ◽  
Teachers Attitudes ◽  
The Rasch Model ◽  
Science Activities

The study looked at early childhood education teachers’ views on teaching science in China using the Preschool-Teachers’ Attitudes and Beliefs toward Science Teaching (P-TABS) instrument. A total of 245 teachers from 60 preschools in Guangdong province in China, selected through a stratified random sampling approach, participated in the current study. The instrument was validated and results were analyzed using the Rasch model. Results revealed that although the sampled teachers support child-centered learning, early childhood education teachers are somewhat uncomfortable in planning science activities that are engaging of preschoolers. The teachers report low confidence in their ability as science teachers and perceived themselves to have inadequate science knowledge. They noted a number of challenges associated with the teaching of science including the overloaded teaching commitments and the lack of resources for use in science activities.

scholarly journals Academic Motivation And Approaches To Learning In Predicting College Students' Academic Achievement: Findings From Turkish And US Samples

2015 ◽  
Vol 12 (2) ◽  
pp. 141-150 ◽  
Author(s):  
Baris Cetin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary School ◽  
Academic Motivation ◽  
Preschool Education ◽  
Approaches To Learning ◽  
School Education ◽  
Spring Semester ◽  
Childhood Education ◽  
The Us

The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.

scholarly journals Wandering With Waste: Pedagogical Wonderings About Intergenerational Ecological Justice-to-Come

2015 ◽  
Vol 40 (2) ◽  
pp. 88 ◽  
Author(s):  
B. Denise Hodgins
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Science Studies ◽  
Feminist Science Studies ◽  
Feminist Science ◽  
Childhood Education ◽  
Ecological Justice ◽  
To Come ◽  
Early Childhood Settings ◽  
Pedagogical Approaches

This article considers pedagogical approaches for dealing with waste in early childhood settings. Early childhood education is overtly complicit in the leaky wastes of fabrication and consumption, yet this complicity is rarely addressed in pedagogy in ways that move beyond anthropocentric and heroic framings buoyed by neoliberal consumerism and governmentality. Moments from two collaborative inquiries with materials, children, and educators are included to act as provocations for questioning the responsibility of early childhood education in intergenerational ecological justice-­‐to-­‐come. Theoretical insights from feminist science studies are drawn on to (re)imagine pedagogies of waste as emerging through less-­‐than-­‐seamless, often unequal, always imperfect relatings.

Future pedagogical approaches to digital and multimodal practice in early childhood education

2019 ◽  
pp. 419-429
Author(s):  
Reijo Kupiainen ◽  
Pirjo Kulju ◽  
Marita Mäkinen ◽  
Angela Wiseman ◽  
Anne Jyrkiäinen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Pedagogical Approaches
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