scholarly journals Preschool Education in Madagascar: State of Play and Challenge to Development in the 21st Century

2021 ◽  
Vol 6 ◽  
pp. 395-408
Author(s):  
Andrianasy Angelo Djistera
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
21St Century ◽  
Preschool Education ◽  
Educational Services ◽  
Full Development ◽  
Individual Potential ◽  
Use Of Knowledge ◽  
Future Growth

The 21st-century society is characterized by the increased importance given to the acquisition and use of knowledge. This article examines the education of young children in Madagascar, a country where a significant portion of the population has never attended preschool. It strives to present an overview of the early childhood sector and its relationship to development. The increase in the number of pupils enrolled in preschool activity centers is a testament to the growing interest in preschool education. However, not all children have access to the same educational services. Inequalities start in early childhood. They can act as a brake on future growth by preventing the full development of individual potential. Strengthening the early childhood sector will contribute to the training of actors working for the long-term development of Madagascar.

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination

2002 ◽  
Vol 69 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Paulette E. Mills ◽  
Kevin N. Cole ◽  
Joseph R. Jenkins ◽  
Philip S. Dale
Keyword(s):  
Early Childhood ◽  
Juvenile Delinquency ◽  
Direct Instruction ◽  
Preschool Education ◽  
Prospective Longitudinal Study ◽  
Young Children With Disabilities ◽  
Long Term Impact ◽  
Prospective Longitudinal

In a widely cited follow-up study of disadvantaged preschool attendees, Schweinhart, Weikart, and Larner (1986a) found that graduates of an early childhood program using direct instruction (DI) methods exhibited higher rates of juvenile delinquency at age 15 than did graduates of two other preschool education models. The present research examined juvenile delinquency outcomes for young children with disabilities in a prospective longitudinal study that tracked the long-term impact of two preschool models—one using DI, the other using a cognitively oriented, child-directed model. We followed 171 children who had been randomly assigned to the two early childhood models. At age 15, the groups did not differ significantly in their level of reported delinquency. Analyses suggest that gender differences in delinquent behavior may provide a more parsimonious explanation than program effects for the earlier Schweinhart et al. findings.

scholarly journals Perbedaan agresivitas pada anak usia dini yang dibacakan dongeng dengan yang tidak dibacakan dongeng sebelum tidur oleh ibu

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Dian Jayantari Putri K Hedo ◽  
Hilda Sudhana
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Test Data ◽  
Negative Impact ◽  
Research Data ◽  
T Test ◽  
Childhood Aggression ◽  
Lower Score ◽  
Validity Test

Aim of this research is to know about difference of aggression in young children that get fairytales reading and in young children that don’t get fairytales reading before sleep from their mother. Aggression has been a problem many people talk about, especially about its cause, or its intervention. Every people has aggression, including young children. People believe that young children’s aggression isn’t dangerous, so they only focus doing interventions in adult or adolescence aggression and disregard interventions in childhood aggression. Actually, it’s better to do intervention in young children, for it prevents long term negative impact of aggression. One of the interventions in controlling aggression is read fairytales to children. Fairytales give children good impacts that related to the aggression’s causes. Fairytales-reading is familiar thing in Indonesian culture. According to that, researcher formulates a research’s problem, that is, is there difference of aggression in young children that get fairytales reading and in young children that don’t get fairytales reading before sleep from their mother. Research’s subjects are 92 mothers of young children from kindergartens in Denpasar. Research’s method is comparation research. Data are collected by questionnaire (aggression scale and fairytale reading’s categorization). Validity test of aggression scale find 6 invalid items and 68 valid items from 74 items, with reliability coefficient’s score is 0,989. Data are analyzed with independent sample t-test. Data analysis’s result shows that data are normal and homogen. Score of significant in t-test is 0,000 (p=0,05). It means that research’s hypothesis who state there is difference of aggression in young children that get fairytales reading and in young children that don’t get fairytales reading before sleep from their mother, is accepted. Categorization of aggression’s score shows that children who receive fairytales reading have lower score than children who don’t receive fairytales reading. Keywords: aggression, fairytales, early childhood, mother

Building Epistemic Awareness in the Early Childhood Classroom

2010 ◽  
pp. 177-216
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Preschool Education ◽  
Early Childhood Classroom ◽  
Academic Environments ◽  
Childhood Education ◽  
New Approaches ◽  
The World ◽  
New Thinking

It is evident from the information in the previous chapters in this book that there is much to be learned about how technology fits into the world of early childhood education (ECE). This chapter discusses some exciting new thinking about epistemology and how children and teachers learn and how this could relate to technology and all learning with young children and their teachers. The new understanding of preschool education potential demands new approaches to these vital years of schooling if we are to prepare our children to succeed in the increasingly demanding academic environments.

scholarly journals On the Importance of Random Education to Preschool Education

2020 ◽  
Vol 9 (5) ◽  
pp. 194
Author(s):  
Qisheng Dou ◽  
Shouwei Li
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
External Environment ◽  
Preschool Education ◽  
Multiple Perspectives ◽  
Childhood Education ◽  
Quality Of Learning

Because young children are young, their thinking and attention tend to show random characteristics when they are exposed to new things, and they are very vulnerable to the external environment and their own emotions. When children are attracted, their own thinking and awareness will be more active, their language expression will be more vivid, and the quality of learning can be better improved. Therefore, this article explores the specific ways of random education in early childhood education from multiple perspectives, hoping to enable children to achieve better development.

scholarly journals Nutrition During Pregnancy, Lactation and Early Childhood and its Implications for Maternal and Long-Term Child Health: The Early Nutrition Project Recommendations

2019 ◽  
Vol 74 (2) ◽  
pp. 93-106 ◽  
Author(s):  
Berthold Koletzko ◽  
K.M. Godfrey ◽  
Lucilla Poston ◽  
Hania Szajewska ◽  
Johannes B. van Goudoever ◽  
...  
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Systematic Reviews ◽  
Disease Risk ◽  
Growth Patterns ◽  
Health Consequences ◽  
Early Nutrition ◽  
Consensus Recommendations ◽  
Health And Disease

Background: A considerable body of evidence accumulated especially during the last decade, demonstrating that early nutrition and lifestyle have long-term effects on later health and disease (“developmental or metabolic programming”). Methods: Researchers involved in the European Union funded international EarlyNutrition research project consolidated the scientific evidence base and existing recommendations to formulate consensus recommendations on nutrition and lifestyle before and during pregnancy, during infancy and early childhood that take long-term health impact into account. Systematic reviews were performed on published dietary guidelines, standards and recommendations, with special attention to long-term health consequences. In addition, systematic reviews of published systematic reviews on nutritional interventions or exposures in pregnancy and in infants and young children aged up to 3 years that describe effects on subsequent overweight, obesity and body composition were performed. Experts developed consensus recommendations incorporating the wide-ranging expertise from additional 33 stakeholders. Findings: Most current recommendations for pregnant women, particularly obese women, and for young children do not take long-term health consequences of early nutrition into account, although the available evidence for relevant consequences of lifestyle, diet and growth patterns in early life on later health and disease risk is strong. Interpretation: We present updated recommendations for optimized nutrition before and during pregnancy, during lactation, infancy and toddlerhood, with special reference to later health outcomes. These recommendations are developed for affluent populations, such as women and children in Europe, and should contribute to the primary prevention of obesity and associated non-communicable diseases.

scholarly journals PENGAJARAN TEOLOGI PADAANAK USIA DINI MELALUI LAGU TRI MURTI (NYANYIAN DHARMA)

2019 ◽  
Vol 2 (2) ◽  
pp. 39
Author(s):  
Ida Ayu Putu Utami Dewi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Human Experience ◽  
Positive Stimulus ◽  
Further Education ◽  
Childhood Education ◽  
Full Development ◽  
Children's Songs ◽  
Solid Foundation

<p><em>Early childhood education is the main gateway in entering the next education. Conducting education as early as possible is an investment in further education as well as building a solid foundation of life. This period is a very important period, where at this time the human experience full development, so called as the golden age. Teaching theology can be done through songs. Chanting of children’s songs is a powerful weapon in building theological values towards the children. They can learn about the theological value contained in the song while they are singing happily. One of the Hindu children’s songs is Tri Murti. This Tri Murti song indirectly adds positive stimulus to the growth of the child. The lyrics of the song imply the concept of divinity in Hinduism with language that is easily understood by young children without having to peel deeper. Where the God of Hinduism has three main manifestations consisting of the Lord Brahma, Lord Vishnu and Lord Shiva are referred to as the three main devātas. These three gods are described as having different tasks and mastering different elements and different scriptures. With this song, young Hindu youths have been installed early on in theology and need not worry about other people’s accusations that Hindus worship a lot of God; Hinduism is a religion of polytheism and so on. In this song is very clearly mentioned that there are three manifestations of God called Tri Murti with different names, different characters, and different tasks. However, in essence, it is one that is Brahman.</em></p>

scholarly journals From the Editors’ Desk

2015 ◽  
Vol 40 (2) ◽  
pp. 3
Author(s):  
Veronica Pacini-­‐Ketchabaw ◽  
Affrica Taylor ◽  
Mindy Blaise ◽  
Sandrina De Finney
Keyword(s):  
British Columbia ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
21St Century ◽  
Environmental Humanities ◽  
Special Issue ◽  
Childhood Education ◽  
The World ◽  
Ways Of Being

<p>Learning How to Inherit in Colonized and Ecologically Challenged LifeWorlds in Early Childhood Education: An Introduction</p><p>The complex and intensifying ecological challenges of the 21st century call for new ways of thinking, being, and doing in all sectors of our society, including early childhood education, and the Aboriginal environmental humanities offer alternative ways of being present and acting in the world. Accordingly, in September 2014 we gathered for three days in Victoria, British Columbia, with leading Indigenous and environmental humanities scholars and a group of 40 early childhood scholars, educators, and students to mobilize these perspectives in the early education of young children. This special issue presents eight articles inspired by the conversations that took place at the “Learning How to Inherit in Colonized and Ecologically Challenged Life Worlds” symposium.1</p>

scholarly journals Submission for the AJEE Special Issue for the 18th Biennial AAEE Conference — Sustainability: Smart Strategies for the 21st Century. Nature by Default in Early Childhood Education for Sustainability – ERRATUM

2016 ◽  
Vol 32 (2) ◽  
pp. 223-223
Author(s):  
Sue Elliott ◽  
Tracy Young
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
21St Century ◽  
Education For Sustainability ◽  
Special Issue ◽  
Children's Play ◽  
Childhood Education ◽  
Historical Antecedents ◽  
Following Error

In the above mentioned article the following error has occurred where some text has been omitted from the abstract. The publisher regrets this error and sincerely apologises for any inconvenience caused:‘This essay critiques the relevance of historical antecedents about children's play in nature and how these historical and political mechanisms create cultural rovoked by Taylor's (2013) exploration of the pervasive influence of romanticised images of innocent children in nature and our own experiences of never-ending ‘nice’ stories about young children in nature, here we trouble how nature experiences may or may not preclude children's meaningful and agentic participation in sustainability.’

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