scholarly journals Evaluation of Learning in the Period of Early Education

2021 ◽  
Author(s):  
Ileana Constanţa Dârlă (Ionescu)
Keyword(s):  
Early Childhood ◽  
Formative Assessment ◽  
Early Education ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Learning Assessment ◽  
Learning And Development ◽  
Key Aspects ◽  
Evaluation Of Learning ◽  
Early Childhood Learning

At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.

scholarly journals Addressing the STEM Problem in Ways That Work

2018 ◽  
Vol 11 (2) ◽  
pp. 339-341
Author(s):  
Karan Saggi
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Early Education ◽  
Gender Issue ◽  
Learning And Development ◽  
Mathematical Learning ◽  
Gender Biases ◽  
Early Schooling ◽  
Early Childhood Learning ◽  
Achievement Levels

Let's look at two solutions that should be effective in addressing the gender issue in STEM. First, early intervention works. Scientific and mathematical learning can, and should, be integrated into early childhood learning and development. Miner et al. (2018) mention the potential of nurturing a child's interest in STEM through early education. The challenge is that it is segregated by gender biases (“early schooling differences, parental choices in encouraging child interests and hobbies, and other early reinforcement differences that are societally based”; Miner et al., 2018, p. 270). According to Gunderson, Ramirez, Levine, and Beilock (2012) parents tend to expect that their boys are more gifted in STEM than their girls, even when their achievement levels do not differ objectively. The focus needs to shift from moving along with this gender bias to constructively using the gender difference.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

Towards a holistic conceptualisation of early childhood educators’ work-related well-being

2018 ◽  
Vol 20 (3) ◽  
pp. 265-281 ◽  
Author(s):  
Tamara Cumming ◽  
Sandie Wong
Keyword(s):  
Early Childhood ◽  
Systems Theory ◽  
Empirical Research ◽  
Research Policy ◽  
Well Being ◽  
Ecological Systems ◽  
Early Childhood Educators ◽  
Policy And Practice ◽  
Work Related ◽  
Key Aspects

Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.

CONCEPTUALISING PLAY AS PEDAGOGY IN THE ECE CONTEXT OF A DEVELOPING COUNTRY: THE CASE STUDY OF BANGLADESH

2016 ◽  
pp. 171-186
Author(s):  
Nurun Nahar Chowdhury ◽  
Corine Rivalland
Keyword(s):  
Early Childhood ◽  
Classroom Practices ◽  
Academic Skills ◽  
Early Learning ◽  
Educational Environment ◽  
Educational Context ◽  
Learning And Development ◽  
Physical Exercises ◽  
Views And Perceptions

Play performs a significant role in early learning and development. This paper reports on the study which examined how play is understood, incorporated, and practiced in the early childhood educational context of Bangladesh. The socio-cultural study explored the understandings, views and perceptions of families and early childhood educators of four semi-rural public pre-primary classes in Bangladesh. Findings indicate that the interpretation and incorporation of play, influenced by the socio- cultural and educational contexts of given society, differed from the Western understandings and practices. Young children's active and interactive joyful activities, such as working with learning apparatuses, physical exercises, singing, acting, rhyming, games, outdoor play sand drawing, were described as play. It was considered as a means of developing academic skills through following the teacher's instructions in correct ways. Despite unfavourable educational environment play was incorporated as classroom practices that inspired young children's learning.

scholarly journals Implementasi Pendekatan Multiple Intelligence dalam Pembelajaran Anak Usia Dini di Playgroup & Kindergarten Ananda Mentari Yogyakarta

2019 ◽  
Vol 14 (2) ◽  
pp. 291-310
Author(s):  
Siti Kamilah
Keyword(s):  
Early Childhood ◽  
Multiple Intelligences ◽  
Positive Impact ◽  
Field Trips ◽  
Structured Interviews ◽  
Learning Programs ◽  
Field Notes ◽  
Teachers And Parents ◽  
Evaluation Of Learning ◽  
Early Childhood Learning

Penelitian ini untuk mendeskripsikan Implementasi Pendekatan Multiple Intelligences dalam Pembelajaran Anak Usia Dini, yang terdiri atas: perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran  kelas di Playgroup dan Kindergarten Ananda Mentari Condongcatur, Yogyakarta. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini yaitu 1 kepala sekolah, 2 guru kindergarten, 1 tenaga kependidikan, 1 guru toddler. Objek penelitian yaitu Implementasi Multiple Intelligences dalam pembelajaran Anak Usia Dini. Teknik pengumpulan data yang dilakukan menggunakan wawancara terstruktur, observasi, dokumentasi serta catatan lapangan. Instrument penelitian menggunakan model interaktif yang meliputi reduksi data, penyajian data dan penarikan kesimpulan. Keabsahan data penelitian diuji dengan menggunakan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukan bahwa: (1) Perencanaan program pembelajaran denga pendekatan Multiple Intelligences menggunakan kurikulum yang diadaptasi dari 4 negara, (2) Pelaksanaan kegiatan pembelajaran melalui pendekatan Multiple Intelligences diintegrasikan ke dalam materi pembelajaran yang disusun dalam break down kurikulum (garis besar kurikulum) dalam setiap minggunya, metode dan materi untuk anak didik menggunakan bahasa Inggris. (3) Evaluasi pembelajaran dilakukan menggunakan checklist dan anekdot sesuai usia perkembangan anak serta pengembangan pendekatan multiple intelligences dilakukan dengan bermain peran, bernyanyi, bercerita, karya wisata, melibatkan anak secara langsung dalam membuat proyek, berdiskusi, outbond, Student-Led Conference dan seterusnya. Pembelajaran yang melibatkan seluruh kecerdasan anak didik akan berdampak positif bagi masa depan anak, serta meningkatkan percaya diri anak, sehingga ia bisa berkata “ I can doing, I can try. (4) Faktor pendukung Pembelajaran Multiple Intelligences  adalah kerjasama antar guru dan parents club. (5) Faktor penghambat Pembelajarn Multiple Intelligences  adalah persaingan dengan sekolah lain yang menggunakan kurikulum lokal, area bermain yang sempit, dan sulit mencari guru yang memahami  Multiple Intelligences  anak.   Kata Kunci: Multiple Intelligences, Pembelajaran,  Anak Usia Dini     ABSTRACT   This research is to describe the Implementation of Multiple Intelligences Approach in Early Childhood Learning, which consists of: learning planning, learning implementation, and evaluation of classroom learning in Playgroup and Kindergarten Ananda Mentari Condongcatur, Yogyakarta. This research uses descriptive method with a qualitative approach. The subjects of this study were 1 principal, 2 kindergarten teachers, 1 education staff, 1 toddler teachers. The object of research is the application of Multiple Intelligences in Early Childhood learning. Data collection techniques were carried out using structured interviews, observations, documentation and field notes. The research instrument uses an interactive model that includes data reduction, data presentation and drawing conclusions. The validity of the research data was tested using triangulation techniques and source triangulation. The results of the study show that: (1) Planning of learning programs using the Multiple Intelligences approach uses a curriculum adapted from 4 countries, (2) The implementation of learning activities through the Multiple Intelligences approach is integrated into learning materials compiled in the curriculum break down (curriculum outline) in every week, methods and materials for students use English. (3) Evaluation of learning is carried out using checklists and anecdotes according to the age of child development and the development of multiple intelligences approaches is done by playing roles, singing, telling stories, field trips, involving children directly in making projects, discussions, outbound, Student-Led Conference and so on. Learning that involves all the intelligence of students will have a positive impact on the child's future, and increase children's confidence, so he can say "I can do, I can try. (4) Supporting factors for Learning Multiple Intelligences is collaboration between teachers and parents clubs. (5) The inhibiting factor for Learning Multiple Intelligences is competition with other schools that use local curriculum, narrow playing areas, and it is difficult to find teachers who understand the Multiple Intelligences of children.

scholarly journals Sexuality education and early childhood educators in Ontario, Canada: A Foucauldian exploration of constraints and possibilities

2021 ◽  
pp. 146394912110607
Author(s):  
Adam WJ Davies ◽  
Alice Simone-Balter ◽  
Tricia van Rhijn
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Sexuality Education ◽  
Professional Training ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Gender And Sexuality ◽  
Early Years ◽  
Professional Practices ◽  
Sexual Diversity

Open conversations regarding sexuality education and gender and sexual diversity with young children in early childhood education settings are still highly constrained. Educators report lacking professional training and fearing parental and community pushback when explicitly addressing these topics in their professional practices. As such, gender and sexual diversity and conversations of bodily development are left silenced and, when addressed, filtered through heteronormative and cisnormative frameworks. Through a Foucauldian post-structural lens, this article analyses data from open-ended qualitative questions in a previous research study regarding early childhood educators’ perceptions on discussing the development of sexuality in early learning settings in an Ontario, Canada context. Through this Foucauldian post-structural analysis, the authors discuss forms of surveillance and regulation that early childhood educators experience in early learning settings regarding the open discussion of gender and sexuality. The authors explore how both the lack of explicit curricula addressing gender and sexuality in the early years in Ontario and taken-for-granted notions of developmentally appropriate practice, childhood innocence, and the gender binary – employed in discourses of sexuality education in the early years – regulate early childhood educators’ professional practices. The authors provide recommendations which critique the developmentalist logics – specifically, normative development – that are used to silence non-heterosexual and non-cisgender identities in the early years, while articulating the need for explicit curricula for educators in the early years regarding gender and sexuality in young children.

Parenting Support in an Early Childhood Learning Context

2017 ◽  
pp. 242-251
Author(s):  
Karen M. T. Turner ◽  
Cassandra K. Dittman ◽  
Julie C. Rusby ◽  
Shawna Lee
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Early Learning ◽  
Triple P ◽  
Learning Program ◽  
Childhood Education ◽  
Social And Emotional ◽  
Early Childhood Learning

Early childhood education and child care settings have the potential to support parents and promote children’s cognitive, social, and emotional development, with likely long-term positive impacts well beyond school readiness. This chapter describes the development and pilot testing of a parallel program to Triple P, the Positive Early Childhood Education Program, a professional development and learning program designed for early childhood educators and carers. Key considerations in applying such programs in the early education setting are discussed, including awareness of local regulations, fit with early learning philosophies, and developing an environment that promotes partnerships between educators and parents. Parameters for professional development in the sector are also explored, such as online learning and opportunities for practice and coaching in the context of a busy early learning setting.

scholarly journals The role of working memory in childhood education: Five questions and answers

2015 ◽  
Vol 5 (1) ◽  
pp. 18 ◽  
Author(s):  
Kate Cockcroft
Keyword(s):  
Working Memory ◽  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Long Term Memory ◽  
Optimal Learning ◽  
Questions And Answers ◽  
Key Aspects ◽  
Early Childhood Learning

Working memory is the mental ability to temporarily store and manipulate information. Its functioning is distinct from the vast storage capacity of long-term memory and is crucial for optimal learning and development. There is considerable research on several theoretical aspects of working memory. Far less research has explored the application of such theory in order to understand how children perform in educational settings and to support and improve their academic performance. In this paper, five key aspects regarding working memory are considered and their implications for early childhood development, learning and education are discussed. These aspects include the role of the different components of working memory in early childhood learning, ways in which working memory is assessed in children, how verbal and visual working memory develop, how working memory difficulties manifest in children, and ways in which working memory can be improved.

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