Measuring Quality of Privately-Owned Early Childhood Care and Education Centers in the United Arab Emirates: A Ras Al Khaimah Case Study

2019 ◽  
Author(s):  
Priti Verma ◽  
Holly Cook
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
United Arab Emirates ◽  
Cultural Development ◽  
Early Years ◽  
Gulf Region ◽  
Childhood Education ◽  
Childhood Care

Early childhood is a critical period in our social, cognitive, linguistic, emotional, and self-regulatory development, and extensive research has been conducted on children’s overall developmental processes, influencing factors, and their lifelong impacts. Research suggests the over-arching significance of supporting children’s early development through caregiver-child communication, social interactions, and play. Such interactions and opportunities for development in children’s early years are critical for later academic achievement and well-being. Moreover, the positive long-term effects of high-quality early childhood education (ECE), in particular on children’s development, as well as the economic, social, and cultural development of communities on a larger scale, have been extensively documented. In the Arab Gulf region, especially in the United Arab Emirates (UAE), little research has been done to document and analyze ECE quality, practices, and their impacts. This case study focuses on the emirate of Ras Al Khaimah in the UAE, investigating the scope of programs and their quality, challenges, and opportunities for growth and improvement. The study found and documented extreme variations in the quality of early childhood education centers (ECECs) in the emirate and highlights the need to improve ECE policies, practices, and facilities by adopting recognized international standards, best practices, and support structures. This paper goes on to present data-driven policy recommendations to improve the quality of ECECs in Ras Al Khaimah and the greater UAE.

scholarly journals Negotiating and appropriating the 'one person, one language' policy within the complex reality of a multilingual crèche in Strasbourg

2016 ◽  
Author(s):  
Eloise Caporal-Ebersold ◽  
Andrea Young
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Policy ◽  
Early Years ◽  
Childhood Education ◽  
Education And Care ◽  
The One ◽  
Children's Interests ◽  
The City

The aim of this article is to analyse the early childhood education and care (ECEC) language policy in the city of Strasbourg, focusing on an ethnographic case study of a newly established bilingual English–French crèche in the city. In France, establishing an early childhood education structure – more specifically, a day care centre catering to young children – involves close coordination with national, departmental, and local government entities. Associations that embark on this process go through a long administrative process. Taking this fact into consideration, we maintain that to understand the language policy in ECEC, it is imperative to examine the overlapping participation of different government entities and services from the national, regional, departmental, city, and local levels. Our data reveal that the conceptualization of the language policy at a newly created bilingual crèche structure was highly influenced by top-down language policies and pervading language ideologies. Yet, the crèche personnel needed to interpret, negotiate, and appropriate this policy in order to consider its feasibility and to take into account the children's interests and welfare within the normal functioning of this early years structure.

The influence of perception on the provision of early childhood education in the Kumasi Metropolis of Ghana

2021 ◽  
Vol 9 (1) ◽  
pp. 179-188
Author(s):  
Samuel Oppong Frimpong ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
Early Years ◽  
Childhood Education ◽  
Child Friendly ◽  
The Right ◽  
Future Education

An individual is born with millions of neurons and the quality of the experiences he/she will have at the early years can potentially determine the future life of that person. This makes quality early childhood education pivotal. However, the perception people have about this influence how they prepare themselves to provide that quality early childhood education for young children. Thus, this qualitative research purposively sampled 26 participants to elicit their views about the perception they have about the criticality of early years experiences and how the perception influenced how they were providing the early childhood education within the Kumasi metropolis of Ghana. Data in the form of interview were analysed thematically. The study found that experiences through the early childhood education are criticality serving as the foundation for future education. The study also found that developmentally appropriate infrastructure (such as tables and chairs sized to the height of learners, spacious and well-ventilated classroom), teachers who are specifically trained in early childhood education and child friendly pedagogy should be in place to ensure quality early childhood education and that how early childhood education was perceived greatly influenced how it was provided. The recommendations based on the findings are that, there should be more advocacy by teachers and headteachers on the criticality of early years experiences to ensure people’s sufficient appreciation for quality early childhood education for young children. Importantly, early childhood education should be completely detached from the primary and basic school to enable it receive the due attention and the needed provision. Individuals with the right perception should be engaged with the provision of ECE.

scholarly journals Early Childhood Learning Quality in Pandalungan Community

2019 ◽  
Vol 13 (2) ◽  
pp. 296-309
Author(s):  
Aisyah Nur Atika ◽  
Khutobah ◽  
Misno ◽  
Haidor ◽  
Lutfi Ariefianto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Role Play ◽  
Children And Youth ◽  
Youth Services ◽  
Childhood Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Early Childhood Learning

The challenge for rural communities to provide quality education for early childhood in Indonesia is difficult. National politics, policies, and economic and cultural conditions affect the Early Childhood Education system, and Indonesia is a large multicultural country, so, even the quality of education is difficult. This study aims to look at the quality of children's education in Pandalungan. Using qualitative methods with ethnographic design, data collection techniques using interviews, observation, and documentation. The results showed that educational institutions for children in urban areas can be categorized quite high. However, for early childhood education services in Desa Sukorambi Pandalungan, the quality is quite poor. Research suggestions are the need for follow-up related to social, economic, cultural and environmental factors at the level of Pandalungan community awareness of early childhood education. Keywords: Early Childhood, Learning Quality, Pandalungan Community References: Bernal, R., & Ramírez, S. M. (2019). Improving the quality of early childhood care at scale: The effects of “From Zero to Forever.” World Development, 118, 91–105. https://doi.org/10.1016/j.worlddev.2019.02.012 Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers and Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013 Biersteker, L., Dawes, A., Hendricks, L., & Tredoux, C. (2016). Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly, 36, 334–344. https://doi.org/10.1016/j.ecresq.2016.01.004 Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Church, A., & Bateman, A. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143(xxxx), 242–254. https://doi.org/10.1016/j.pragma.2019.01.022 Ciolan, L. E. (2013). Play to Learn, Learn to Play. Creating Better Opportunities for Learning in Early Childhood. Procedia - Social and Behavioral Sciences, 76, 186–189. https://doi.org/10.1016/j.sbspro.2013.04.096 Correia, N., Camilo, C., Aguiar, C., & Amaro, F. (2019). Children’s right to participate in early childhood education settings: A systematic review. Children and Youth Services Review, 100, 76–88. https://doi.org/10.1016/j.childyouth.2019.02.031 Cycyk, L. M., & Hammer, C. S. (2018). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.09.009 Dick, C. & C. (2009). The Sistematic Design Of Instruction. New Jersey: Upper Saddle River. Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70, 238–249. https://doi.org/10.1016/j.childyouth.2016.09.018 Herbers, J. E., Cutuli, J. J., Jacobs, E. L., Tabachnick, A. R., & Kichline, T. (2019). Early childhood risk and later adaptation: A person-centered approach using latent profiles. Journal of Applied Developmental Psychology, 62(January), 66–76. https://doi.org/10.1016/j.appdev.2019.01.003 Hunkin, E. (2018). Whose quality? The (mis)uses of quality reform in early childhood and education policy. Journal of Education Policy, 33(4), 443–456. https://doi.org/10.1080/02680939.2017.1352032 Johson, J. E, & Roopnarine, J. L. (2011). Pendidikan anak usia dini dalam berbagai pendekatan. Jakarta: Kencana Prenada Media Group. Lucas, F. M. M. (2017). The Game as an Early Childhood Learning Resource for Intercultural Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 908–913. https://doi.org/10.1016/j.sbspro.2017.02.127 Atwi Suparman. (2012). Desain Intruksional Modern. Jakarta: Erlangga. Mapiare, A. (2013). Tipe-tipe Metode Riset Kualitatif Untuk Eksplanasi Sosial Budaya Dan Bimbingan Konseling. Malang: Elang Emas & Prodi Bimbingan Dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Malang. Milner, K. M., Bhopal, S., Black, M., Dua, T., Gladstone, M., Hamadani, J., … Lawn, J. E. (2019). Counting outcomes, coverage and quality for early child development programmes. Archives of Disease in Childhood, 104, S3–S12. https://doi.org/10.1136/archdischild-2018-315430 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Nutbrown, C. (2011). Key Concepts in Early Childhood Education and Care (2nd ed.). London: SAGE Publication Ltd. Perpres. Pelaksanaan Pencapaian Tujuan Pembangunan Berkelanjutan. , 6 Peraturan Presiden RI § (2017). Puspita, W. A. (2013). Multikulturalisme dalam Pendidikan Anak Usia Dini. Jurnal Ilmiah VISI P2TK PAUDNI, 8(2), 144–152. Raikes, A., Sayre, R., Davis, D., Anderson, K., Hyson, M., Seminario, E., & Burton, A. (2019). The Measuring Early Learning Quality & Outcomes initiative: purpose, process and results. Early Years, 39(4), 360–375. https://doi.org/10.1080/09575146.2019.1669142 Satrio Roefandi, P. (2019). Keluarga Pendalungan, Keluarga Berbasis Budaya Madura Atau Jawa? 10 Th Psychofest Conference, (March), 316–324. https://doi.org/10.31227/osf.io/v8g5b Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): a method for training communication skills as an alternative to simulated role-play. Res. Lang. Soc. Interact, 47(3), 255–265. Sutarto, A. (2006). Sekilas Tentang Masyarakat Pandalungan. Jelajah Budaya 2006, 1–7. Suyadi. (2010). Psikologi Pendidikan Anak Usia Dini. Yogyakarta: Pustaka Insan Madani. Tapscott, D. (2011). Grown Up Digital: How the Net Generation Is Changing Your World. Bucharest: Publica. Wijana, W. D. (2014). Konsep-Konsep Dasar Pendidikan Anak Usia Dini. In UT. https://doi.org/10.1101/112268 Yoshikawa, H., Wuermli, A. J., Raikes, A., Kim, S., & Kabay, S. B. (2018). Toward High-Quality Early Childhood Development Programs and Policies at National Scale: Directions for Research in Global Contexts. Social Policy Report,31(1), 1–36. https://doi.org/10.1002/j.2379-3988.2018.tb00091.x

scholarly journals Looping and Attachment in Early Childhood Education: How Applications of Epigenetics Demand a Change

2017 ◽  
Vol 17 (2) ◽  
pp. 85-100 ◽  
Author(s):  
Elena Nitecki
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Emotional Health ◽  
Childhood Education ◽  
Social And Emotional ◽  
Second Look ◽  
The Future

Increasing focus on the quality of child care and pre-K is calling attention to the circumstances of child care and impact on the child’s social and emotional health, specifically in terms of attachment. The early childhood profession recognizes that consistency in caregiving is essential for the child’s attachment. Looping, the practice of keeping a group of children with the same teacher for more than year, has the potential to provide that consistency that is critical for attachment. The field of epigenetics and its compelling findings in regard to attachment demand a second look at looping and how it can be implemented to maintain attachment, which is critical to the child’s physical, cognitive, and emotional health now and in the future. This case study conducted at a preschool that practices looping examines the benefits and challenges of looping through the lens of applied epigenetics.

KAJIAN PENYELENGGARAAN PAUD DI KOTA BANJARMASIN DITINJAU DARI ASPEK PERENCANAAN

2018 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Lisna Sulinar Sari
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Needs Analysis ◽  
Case Study Approach ◽  
Childhood Education ◽  
Study Approach ◽  
Early Childhood Institutions

Abstrak: Permasalahan dalam penelitian ini yaitu dari jumlah lembaga PAUD yang ada diKota Banjarmasin belum semuanya memiliki perencanaan khususnya pada analisispeningkatan legalitas kelembagaan PAUD dan analisis kebutuhan pendidikan untuk anak usiadini (AUD). Penelitian ini menggunakan pendekatan studi kasus dengan analisis data deskrtifkuantitatif dan kualitataif. Hasil studi menunjukkan bahwa: i) Disdik Kota Banjarmasin danLembaga PAUD sampel tidak melakukan perencanaan yang baik untuk pendataan analisiskebutuhan pendidikan AUD; ii) Belum semua lembaga PAUD sampel memiliki izinoperasional dikarenakan adanya persyaratan yang belum dapat dipenuhi karena memerlukanbiaya yang cukup besar seperti, pembuatan akta notaris; iii) Belum semua lembaga PAUDmemiliki sarpras sesuai dengan pedoman sarana dan prasarana dari pusat; iv) untuk membantuketersediaan sarpras, Disdik Kota Banjarmasin sudah mengalokasikan dana APBD II berupabantuan RKB, rehab kelas rusak ringan dan berat, serta bantuan APE Dalam dan Luar berupabarang. Abstract: The problem in this study is from the number of early childhood institutions in thecity of Banjarmasin not all have plans in particular to the analysis of institutional legalityincrease early childhood education and educational needs analysis for early childhood (AUD).This study uses a case study approach to data analysis of quantitative and qualitative deskrtif.The study shows that: i) Disdik Banjarmasin and Institutions ECD sample is not doing betterplanning for data analysis AUD educational needs; ii) Not all the samples of early childhoodinstitutions have an operating permit because of the requirements can not be met because itrequires significant costs such as notary deed; iii) Not all early childhood institutions haveinfrastructure accordance with the guidelines of the central infrastructure; iv) to assist theavailability infrastructure, Disdik Banjarmasin already allocated budget II in the form ofclassroom assistance, rehabilitation of damaged light and heavy classes, as well as the In andOut APE assistance in the form of goods.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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