scholarly journals YOUNG CHILDREN’S FREEDOM OF CHOICE IN CHILD-CENTRED EDUCATIONAL PRACTICE

2017 ◽  
Vol 2 ◽  
pp. 308
Author(s):  
Aija Ozola
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Content Analysis ◽  
Early Childhood Teachers ◽  
Educational Practice ◽  
Theory And Practice ◽  
Capital City ◽  
Freedom Of Choice ◽  
Group Discussions ◽  
Childhood Education

The importance of young children’s freedom of choice has been discussed since Froebel’s and Montessori’s contribution to the pedagogical ideas related to early childhood education. However, the theoretical framework of the term and its contents in modern early childhood education does not offer detailed description and would rather be characterized as incomplete and fragmented. The current study is an attempt to partly fill the gap between educational theory and practice basing on early childhood teachers’ empirical experience and beliefs on children’s freedom of choice. The aim of the study is to identify early childhood teachers’ beliefs on children’s freedom of choice in child-centred educational practice. Focus group discussions were conducted with early childhood teachers implementing early childhood curriculum in municipal early childhood education institutions located in Riga, the capital city of Latvia. Data were analysed using the method of qualitative content analysis. The findings revealed very positive attitude of teachers towards children’s freedom of choice and existence of teachers’ personal meaning of the term and its contents. The benefits and possible risks of implementing children’s freedom of choice were identified as well as factors enabling and hindering its implementation.

Latvian Teachers’ Perspectives on Early Childhood Educational Practice

2017 ◽  
Vol 11 (2) ◽  
pp. 332
Author(s):  
Aija Ozola
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Early Childhood Teachers ◽  
Educational Practice ◽  
Personal Meaning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Childhood Education ◽  
Teachers Perspectives

The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is based on qualitative research using data from a survey and focus group discussions. The aim of the study is to identify and analyse teachers’ perspectives on early childhood educational practice. In accordance to the aim, the following research questions were posed: (1) what is early childhood teachers’ personal meaning of good educational practice; (2) what factors could contribute to enhance the early childhood educational practice in future? To identify teachers’ perspectives, a survey was conducted with early childhood teachers implementing curriculum in municipal early childhood education institutions around Latvia. The answers to two open-ended questions as a part of a larger questionnaire were analysed. The in-depth examination of perspectives was reached by implementing several focus group discussions. Data were analysed using the method of qualitative content analysis. The findings revealed wide diversity in teachers’ personal meaning of good educational practice. The issues related to developmental psychology-based learning outcomes and school-readiness still dominate among teachers’ perspectives. Postmodern views on a child emphasizing children’s diversity and uniqueness were often mentioned as well. The factors contributing to good educational practice were categorized into four main areas such as organization of the pedagogical process, teachers’ competences, environment of an early childhood setting, collaboration with parents. In general, Latvian teachers’ perspectives demonstrate readiness for transition to a competence-based approach in early childhood education. However, identified contributing and hindering factors should be taken into account during the process of transformations.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

2013 ◽  
Vol 6 ◽  
Author(s):  
Camilla Björklund
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practice ◽  
Early Years ◽  
School Teachers ◽  
Learning And Teaching ◽  
Childhood Education ◽  
School Activities ◽  
Starting Point ◽  
New Research

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

scholarly journals Perspectives on Leadership in Early Childhood Education and Care Centers Through Community of Practice

2021 ◽  
Author(s):  
Kirsi-Marja Heikkinen ◽  
Raisa Ahtiainen ◽  
Elina Fonsén
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Of Practice ◽  
Qualitative Content Analysis ◽  
Building Blocks ◽  
Community Members ◽  
Childhood Education ◽  
Education And Care ◽  
Analysis Design ◽  
Joint Enterprise

<p>In this article we focus on the perceptions of Early Childhood Education and Care (ECEC) directors, leaders on leadership through the concept of community of practice and examine how it could be applied in the Finnish context during times of change. Data on the perceptions of 15 ECEC centre directors were collected via a focus group interview. The study employed qualitative content analysis design. The results indicate that the formal leader has an important role in leading the community. Moreover, building flexible leadership structures and supporting all community members in developing the shared pedagogical leadership are the building blocks of the future leadership as a joint enterprise. </p>

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

2020 ◽  
Vol 21 (2) ◽  
pp. 111-125
Author(s):  
Lydiah Nganga ◽  
Samara Madrid Akpovo ◽  
Sapna Thapa ◽  
Agnes Muthoni Mwangi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Participant Observation ◽  
Comparative Method ◽  
Early Childhood Teachers ◽  
Women's Work ◽  
Work Lives ◽  
Childhood Education ◽  
Women’S Work

Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.

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