Analysis of Learning Styles (Kolb) in Students of the Degrees in Early Childhood Education and Primary Education within the Faculty of Education

Learning Styles ◽

Learning Style ◽

Basque Country ◽

Childhood Education ◽

Faculty Of Education ◽

The University ◽

Specific Degree ◽

Specific Learning

This research aimed to present the learning styles according to the model of Alonso, Gallego and Honey in university students of the Faculty of Education within the University of the Basque Country (Spain). With that objective, a sample of 434 students was chosen. The Honey-Alonso Learning Styles (CHAEA) questionnaire was used. The data obtained reflect that the four learning styles proposed by Kolb are distributed in a balanced way among the participating sample; they also reflect that it is not possible to attribute a specific learning style to a specific Degree, except with active learning and Early Childhood Education.

Early childhood education – students’ self-assessment of their teaching competences in the arts

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v4i6.2916 ◽

2017 ◽

Vol 4 (6) ◽

pp. 77-90 ◽

Cited By ~ 1

Author(s):

Marijana Zupanic Benic

Keyword(s):

Early Childhood ◽

Preschool Education ◽

Initial Teacher Education ◽

Education Students ◽

Self Assessment ◽

Childhood Education ◽

The Arts ◽

Faculty Of Education ◽

The term ‘competences’ in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents. Keywords: Preschool education, competences, fine arts, music.

Relaciones escuela-familia: una investigación cualitativa en España (p. 41-69)

REVISTA DE CIÊNCIAS DA EDUCAÇÃO ◽

10.19091/reced.v1i36.539 ◽

2017 ◽

Author(s):

María Luisa García Rodríguez ◽

Natalia Paíno Sánchez

Keyword(s):

Early Childhood ◽

Qualitative Methodology ◽

Childhood Education ◽

The People ◽

Education Degree ◽

Investigación Cualitativa ◽

Durante a permanência em dois centros educativos para cursar as disciplinas de formação básica Prática I e Prática II, do Mestrado em Educação Infantil da Universidade de Salamanca (Espanha), observaram-se desconsiderações, por parte das famílias, em relação às advertências das professoras. Coloca-se, assim, a conveniência de abordar o estudo das relações escola-família com o objetivo de contribuir para sua otimização. A indagação é abordada mediante a metodologia qualitativa, avaliada como a mais oportuna pela sua flexibilidade e sua grande riqueza de resultados. Coletaram-se os dados mediante entrevistas com professores/professoras e as famílias dos alunos entre 3 a 6 anos, de Salamanca e de Cáceres. Tal aproximação da realidade permitiu conhecer as sensações e vivências das pessoas entrevistadas. Mediante uma profunda análise da informação encontrada, chegamos a conclusões notáveis. Há coincidências em reconhecer que existem barreiras e um certo desencontro. Também se oferecem soluções para alcançar a harmonia e a coordenação entre ambas as instituições educadoras.Palavras-chave: Relações escola-família. Coordenação. Análise das soluções. Harmonia.AbstractDuring the stay in two Educational Centers to study the subjects Practicum I and Practicum II of the Early Childhood Education Degree at the University of Salamanca, thoughtlessness manners from the families to the warnings from the teacher are being observed. That way, it’s convenient to arise a study of the relationships between the School and the Families to contribute their improvement. The research has addresses through a qualitative Methodology. That Methodology is valued as the most accurate because of its wealthy results. Data was collected from different interviews with teachers, and 3-6 years-old students’ parents from Salamanca and Cáceres. The proximity to their reality allowed to know the feelings and experiences of the people interviewed. The conclusions arrived after a deep analysis of that information were coincident and remarkable. There is a recognized barrier in the relationships. There are also solutions to get the harmony and the coordination within both educational institutions.Keywords: Relationships between school and families. Coordination. Solution analysis. HarmonyResumenDurante la estancia en dos centros educativos para cursar las asignaturas de formación básica Prácticum I y Prácticum II de la titulación de Grado en Maestro de Educación Infantil de la Universidad de Salamanca (España), se observan desconsideraciones por parte de las familias hacia las advertencias de las maestras. Se plantea así la conveniencia de abordar el estudio de las relaciones Escuela-Familia con el objetivo de contribuir a su optimización. La indagación se aborda mediante metodología cualitativa. Se valora como la más oportuna por su flexibilidad y su gran riqueza de resultados. Se recogieron los datos mediante entrevistas a maestros/as y familias de alumnado de 3 a 6 años de Salamanca y de Cáceres. Dicha aproximación a la realidad permitió conocer las sensaciones y vivencias de las personas entrevistadas. Tras un profundo análisis de la información hallada se llegó a notables conclusiones. Se dan coincidencias en reconocer que existen barreras y cierto desencuentro. También se ofrecen soluciones para alcanzar la armonía y coordinación entre ambas instituciones educadoras.Palabras clave: Relaciones escuela-familia. Coordinación. Analise de las soluciones. Armonía.

People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

ASEAN Journal of Community Engagement ◽

10.7454/ajce.v1i1.64 ◽

2017 ◽

Vol 1 (1) ◽

pp. 96

Author(s):

Geraldine D. Villaluz, RSCJ

Keyword(s):

Early Childhood ◽

Community Engagement ◽

Day Care ◽

School Of Education ◽

Childhood Education ◽

Day Care Teachers ◽

The University ◽

San Carlos ◽

University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

Professionalism Enhancement of Ece Tutors Through K13 Learning Devices Production Training In Cibitung Tengah Village, Bogor Regency

JURNAL Al-AZHAR INDONESIA SERI HUMANIORA ◽

10.36722/sh.v5i1.328 ◽

2019 ◽

Vol 5 (1) ◽

pp. 29

Author(s):

Yenina Akmal ◽

Hikmah Hikmah ◽

Ika Subekti ◽

Ichtineza Halida Hardono

Keyword(s):

Early Childhood ◽

Associate Degree ◽

Teaching And Learning ◽

Moral Concept ◽

Childhood Education ◽

Average Education ◽

Faculty Of Education ◽

Interest And Motivation

Abstract - The presence of Early Childhood Education (ECE) tutor in Cibitung Tengah Village Tenjolaya District Bogor Regency is really needed for early childhood in order to become a guide in the ECE institutions. The problem occurred is that the average education level of ECE tutor is diverse, from Middle School, High School, Associate Degree, and Bachelor Degree. In this condition, we can say that those ECE tutors had not had the knowledge and insight about the ECE, namely the 2013 Curriculum, the ECE concept, and the learning devices. Training, along with the research about the role of those training itself, are need to be done in order to answer this question for increasing the knowledge and insight of ECE tutor using action research method. The results showed the enhancement of conducted training, including the enhancement of interest and motivation to develop their knowledge and insight about the ECE. Extended with the existence of WhatsApp group as a platform for communication between ECE tutors and UNJ researchers in the efforts to enhance the professionalism of ECE tutors, in the context of mentoring, ECE Tutors in the Cibitung Tengah, Tenjolaya Village were also involved in the learning devices production training in order to apply the religious moral concept to the ECE in the teaching and learning process at the UNJ and also to observe Ceria Daycare of the Department of ECE, Faculty of Education, UNJ.Keyword - Early Childhood Education (ECE), 2013 Curriculum, Learning Devices

LAPORAN PENILAIAN KEGIATAN BELAJAR DARI RUMAH DI RA NURUL FALAH KALIDERES

Perspektif ◽

10.53947/perspekt.v1i2.7 ◽

2021 ◽

Vol 1 (2) ◽

pp. 187-194

Author(s):

Dina Faradillah Syam

Keyword(s):

Early Childhood ◽

Child Development ◽

Learning Styles ◽

Assessment Report ◽

Childhood Education ◽

Assessment Of Learning ◽

The Republic ◽

Children's Development ◽

Assessment Reports

Abstrak RA Nurul Falah adalah salah satu lembaga yang menyelenggarakan pendidikan anak usia dini yang regulasinya ada di bawah Kementerian Agama RI. Lokasi lembaga berada di Kecamatan Kalideres Kota Jakarta Barat, DKI Jakarta. Lembaga RA ini menerapkan kegiatan Belajar Dari Rumah (BDR) selama masa pandemi COVID-19 yang melanda Indonesia sejak bulan Maret tahun 2020. Demi terselenggaranya efektivitas kegiatan Belajar Dari Rumah, penyelenggara RA Nurul Falah memberikan laporan penilaian secara berkala tiap bulan. Laporan penilaian ini diberikan kepada 16 orang tua siswa yang ada di RA Nurul Falah. Program pemberian laporan penilaian kegiatan belajar dari rumah kepada orang tua ini dapat menjadi sarana pembinaan orang tua dalam pelaksanaan kegiatan Belajar Dari Rumah dan sarana komunikas antara orang tua dan guru dalam mengetahui kemajuan kemampuan enam aspek kemampuan perkembangan anak. Pemberian laporan penilaian selama kegiatan belajar dari rumah ini juga diberikan sebagai dukungan pembinaan kepada orang tua untuk memahami perkembangan dan gaya belajar anak. Orang tua sangat terbantu dengan adanya laporan penilaian ini karena dengan penilaian ini mereka dapat mengetahui kemampuan anaknya meningkat dari hari ke hari dan mengetahui kegiatan yang dilakukan selama masa Belajar Dari Rumah (BDR) adalah kegiatan yang bermakna dengan tujuan untuk mencapai perkembangan anak sesuai tingkatan usianya. Abstract RA Nurul Falah is one of the institutions that organize early childhood education whose regulations are under the Ministry of Religion of the Republic of Indonesia. The location of the institution is in Kalideres District, West Jakarta City, DKI Jakarta. This RA institution implements Learning from Home activities during the COVID-19 pandemic that has hit Indonesia since March 2020. To ensure the effectiveness of Learning from Home activities, the organizer of RA Nurul Falah provides an assessment report regularly every month. This assessment report was given to 16 parents of students at RA Nurul Falah. This program of providing reports on the assessment of learning from home activities to parents can be a means of fostering parents in implementing Learning from Home activities and a means of communication between parents and teachers in knowing the progress of the six aspects of children's developmental abilities. The provision of assessment reports during learning from home activities is also provided as coaching support for parents to understand children's development and learning styles. Parents are greatly helped by this assessment report because with this assessment they can find out their child's ability to improve from day to day and know that the activities carried out during the Learning from the Home period are meaningful activities to achieve child development according to their age level.

Training in Digital Skills in Early Childhood Education Teachers: The Case of the University of La Laguna

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i20.17339 ◽

2020 ◽

Vol 14 (20) ◽

pp. 35

Author(s):

David Pérez-Jorge ◽

María del Carmen Rodríguez-Jiménez ◽

Josué Gutiérrez-Barroso ◽

Fátima Castro-León

Keyword(s):

Early Childhood ◽

Information And Communication Technologies ◽

Canary Islands ◽

Communication Technologies ◽

Continuous Training ◽

Childhood Education ◽

Information And Communication ◽

The Government ◽

Information and Communication Technologies (ICT) have become essential tools for the development of quality educational practices. The special situation of COVID-19 has evidenced the problem of the teacher training. This work investigates the perception of the future teachers of Early Childhood Education about the use of ICT and the policies developed by the Government of the Canary Islands regarding the provision of resources, materials and training. The study had a sample of 110 teachers in training from the University of La Laguna, the results showed agreement regarding the quality and quantity of training received, however, despite not showing interest in continuous training in ICT, they consider fundamentally mastering this competence to improve the quality of the educational response in the Canary Islands.

Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

Sustainability ◽

10.3390/su12083204 ◽

2020 ◽

Vol 12 (8) ◽

pp. 3204

Author(s):

Juan Manuel Muñoz-González ◽

Esther M. Vega-Gea ◽

Cristobal Ballesteros-Regaña ◽

María Dolores Hidalgo-Ariza

Keyword(s):

Early Childhood ◽

Inclusive Education ◽

Reliability And Validity ◽

Validity And Reliability ◽

Childhood Education ◽

Theoretical Assumptions ◽

Digital Stories ◽

Education Degree ◽

The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions.

Culturally Responsive Indigeneity of Relations

Journal of Childhood Studies ◽

10.18357/jcs00019203 ◽

2020 ◽

pp. 68-81

Author(s):

Lori Huston ◽

Elder Brenda Mason ◽

Roxanne Loon

Keyword(s):

Early Childhood ◽

Child Care ◽

Research Method ◽

Culturally Responsive ◽

Indigenous Research ◽

Childhood Education ◽

University Of British Columbia ◽

The University ◽

The Impact

This paper draws on the traditional sharing circle at the SPARK conference held at the University of British Columbia in 2019. The sharing circle was led by an Elder and two early childhood educators sharing knowledge from their perspectives and experiences of the Anishininiiwi Awaashishiiw Kihkinohamaakewi Niikaanihtamaakew Indigenous Early Childhood Education Leadership Program (IECELP). The sharing circle at SPARK was delivered in the Indigenous research method of a wildfire circle consistent with the summative research conducted across four First Nation child care centres to measure the impact of the IECELP. We propose alternative ways of transferring knowledge in Indigenous culturally responsive ways to be welcomed and encouraged in academia and in early childhood education.

Restorying the image of the child’s body in early childhood education

Contemporary Issues in Early Childhood ◽

10.1177/1463949118805435 ◽

2018 ◽

Vol 21 (1) ◽

pp. 7-19

Author(s):

Connie M Antonsen

Keyword(s):

Early Childhood ◽

Creative Evolution ◽

Childhood Education ◽

Reflective Thought ◽

Theory To Practice ◽

Political Implications ◽

Letting Go ◽

Risky Play ◽

This article emerged through the author’s involvement with the University of Victoria’s Investigating Quality in Early Learning Environments project in British Columbia. During an eight-month internship, the author had the opportunity to collaborate with community facilitators in the province; participate in monthly learning-circle discussions with educators and researchers; share pedagogical narrations; connect theory to practice explicitly; and think with children’s bodily encounters. This article contributes to broader and deeper discussions about children’s bodies by placing value on reflective thought, decision-making, and action. While unpacking her own tensions of letting go of common assumptions about children’s bodies, the author considers the ethical and political implications of bodily encounters. To do this, she teases out the growing discourse of risky play and describes the value of thinking in moments of not knowing. Then, the author considers how early childhood education might restory the image of children’s bodies through conversations with other educators in a particular setting, while complexifying young bodies during a risky-play scenario of pulling loose boards onto a staircase. Through post-foundational theory, the educators and the author advocate for bodies by contesting the powers of dominant discourse and considering how bodies might search for meaning in the world. By opening space to think differently, by noticing, and by paying deep attention to the corporeal as it explores and generates truths that bring forth creative evolution, the author was taken by surprise to see what lies beyond that which she thought was possible.

WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

Cadernos de Pesquisa ◽

10.1590/198053145428 ◽

2019 ◽

Vol 49 (172) ◽

pp. 96-119

Author(s):

Pilar Rivero ◽

Julián Pelegrín

Keyword(s):

Early Childhood ◽

Teacher Training ◽

Student Teachers ◽

Historical Thinking ◽

Second Order ◽

Historical Event ◽

Education Teacher ◽

Childhood Education ◽

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.