scholarly journals Profissionais da Educação Infantil: perspectivas sobre Intervenção Precoce

2020 ◽  
Vol 27 (1) ◽  
pp. 151
Author(s):  
Rafaeli Cappellaro-Kobren ◽  
Maria de Fátima Minetto ◽  
Wesley Correa ◽  
Leandro Kruzielski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Developmental Delays ◽  
Family Context ◽  
Quantitative Character ◽  
Education Professionals ◽  
Childhood Education ◽  
The Social ◽  
The Family

A demanda pelo atendimento na Educação Infantil (EI) e o avanço das políticas públicas voltadas a crianças com atraso no desenvolvimento alterou as características da população atendida na EI. Este artigo procura verifi car as concepções dos profi ssionais da Educação Infantil sobre Intervenção Precoce. A pesquisa teve caráter quantitativo contou com 322 participantes que atuam em Centros de Educação Infantil. O instrumento utilizado foi o “Questionário das concepções dos profissionais da Educação Infantil sobre Intervenção Precoce”, elaborado pela pesquisadora e colaboradores. A coleta dos dados ocorreu online. Os resultados apontaram que as concepções dos profissionais da Educação Infantil sobre IP são variadas, desde a centrada na criança, visando à superação de déficits a concepções pautadas na perspectiva bioecológica do desenvolvimento. O contexto familiar apresenta-se como um desafio para a melhoria da comunicação e parceria entre as famílias de crianças com atraso e os Centros de Educação Infantil.Palavras-chave: Intervenção precoce. Concepção de profissionais da educação. Perspectiva bioecológica do desenvolvimento humano. Educação Infantil.Early Childhood Professionals: Perspectives on Early InterventionAbstractThe growing demand for care in Early Childhood Education (EI) and the advancement of public policies aimed at children with developmental delays change the characteristics of the population served in relation to the social, cultural and educational delineation, as well as the demands related to EI. Therefore, this article seeks to verify the conceptions of early childhood education professionals about EI. The research has a predominantly quantitative character and included 322 EI professionals, they answered the “Questionnaire on the Conceptions of Early Childhood Education Professionals”, an instrument developed by the researcher and collaborators. Data collection took place online. The results showed that the conceptions of the professionals of the Early Education are varied, from the centered in the child aiming at the overcoming of deficits, to conceptions centered in the family or systems. The family context presents itself as a challenge to improve communication and partnership with the Centers for Early Childhood Education.Keywords: Early intervention. Conceptions of education professionals. Bioecology human development. Childhood education.Profesionales de la Educación Infantil: Perspectivas sobre la Intervención TempranaResumenLa demanda por la atención en la Educación Infantil (EI) y el avance de las políticas públicas dirigidas a niños con retraso en el desarrollo han alterado las características de la población atendida en la EI. Este artículo busca verificar las concepciones de los profesionales de la Educación Infantil sobre Intervención Temprana. La encuesta tuvo carácter cuantitativo contó con 322 participantes que actúan en Centros de Educación Infantil. El instrumento utilizado fue “Cuestionario de las concepciones de los profesionales de la Educación Infantil sobre Intervención Temprana”, elaborado por la investigadora y colaboradores. La recolección de datos se produjo en línea. Los resultados apuntaron que las concepciones de los profesionales de la Educación Infantil sobre IP son variadas, desde la centrada en el niño, visando la superación de déficits, hasta las pautadas en la perspectiva bioecológica del desarrollo. El contexto familiar se presenta como un desafío para la mejora de la comunicación y asociación entre las familias de niños con retraso y los Centros de Educación Infantil.Palabras clave: Intervención temprana. Concepción de profesionales de la educación. Perspectiva bioecológica del desarrollo humano. Educación Infantil.

scholarly journals Peran Pendidikan Anak Usia Dini Terhadap Fungsi Sosialisasi Dalam Keluarga Di Kelurahan Tadenas Kecamatan Moti

2021 ◽  
Vol 3 (2) ◽  
pp. 1-10
Author(s):  
Faujia Dati ◽  
◽  
Bahran Taib ◽  
Dewi Mufidatul Ummah ◽  
Umikalsum Arfa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Data Reduction ◽  
Childhood Education ◽  
The Family ◽  
Cultural Functions ◽  
Environmental Functions ◽  
Descriptive Qualitative

Abstract: The purpose of this study is to find out the role of early childhood education to the function of socialization in the family. This type of research is descriptive qualitative. The subjects used in this study were 5 parents. Data collection techniques using interview and observation techniques. The data is analyzed using the stages of data reduction, presenting data, and concluding the data. The results of this study show that the role of early childhood education to the function of socialization is very important because of the function of socialization in the family so that parents can know the function of religion, the function of love, socio-cultural functions, reproductive functions, economic functions, educational functions and environmental functions. Keywords: the role of paud education, Socialization in the family, Children

scholarly journals What early childhood leadership for what kind of world?

2019 ◽  
Vol 20 (1) ◽  
pp. 65-78 ◽  
Author(s):  
Carol Anita Aubrey
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Change ◽  
Training And Development ◽  
Education Professionals ◽  
Childhood Education ◽  
Early Childhood Leadership ◽  
Continuity And Change ◽  
The Social ◽  
New Space

This article uses autoethnography as the method of inquiry to explore definitions and contexts of early childhood education leadership. This affords a new space between the subjective and objective, the autobiographical and the cultural, to write in a way that lies between literature and the social sciences. Against a backcloth of scientific and cultural change, five turning-point moments are identified that link personal social circumstances to continuity and change in conceptions of leadership and management, particularly in the early childhood education sector. Modernist hierarchical and more recent subjective or postmodernist models are considered along the way. It is concluded that there is a role for theory in both guiding and interrogating practice. If leaders’ conceptions are to be better informed by knowledge of contrasting and competing theories, then through a process of praxis, critical awareness may increase. This depends, however, on access to the training and development that early childhood education professionals do not currently enjoy.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

scholarly journals Pencegahan Perilaku Agresif Anak Usia Dini dengan Bernyayi dan Menari

2021 ◽  
Vol 6 (1) ◽  
pp. 47-56
Author(s):  
Aura Ladya Putri Syafi’i ◽  
Dzinnun Hadi
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Aggressive Behavior ◽  
Social Environment ◽  
Learning Activities ◽  
Early Age ◽  
Theory Analysis ◽  
Childhood Education

The purpose of this study was to determine the dynamics of singing and dancing techniques in preventing aggressive behavior in early childhood. This research uses descriptive qualitative research methods. The subjects of the study were students or children who behaved aggressively in PAUD Al-Adiba institutions, Blitar. Data collection was carried out by several methods, namely observation, interviews, and documentation study. The results of the data were analyzed using a grounded theory analysis approach model. The results showed that the aggressive behavior of the children of PAUD Al-Adibal Blitar, among others: beatings, screaming, crying, etc. were caused by factors of parenting, social environment, and genetics. Singing or dancing techniques can be used by teachers in overcoming children's aggressiveness. As much as 80% of early childhood education learning activities are used for singing and dancing for each material. So that singing and dancing can be used as a means of preventing aggressive behavior at PAUD Al-Adiba Blitar from an early age.

scholarly journals Urgensi Pendidikan Anak Usia Dini Dalam Perspektif Hadits di Masa Pandemi Coronavirus

2021 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Afifah Fatihakun Ni'mah Wahidah ◽  
Muhammad Alfatih Suryadilaga
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Values ◽  
Moral Values ◽  
Childhood Education ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Role Of Parents

Urgency Parents have an important role for Early Childhood Education especially with the covid outbreak so that children have to learn from home. This article aims to examine the urgency of Early Childhood Education education in the perspective of hadith, especially the hadith on the obligations of parents in educating children, which is associated with conditions in the era of the Coronavirus pandemi. Family is the first and foremost education for a person. Education in the family plays a role in developing character, personality, cultural values, religious and moral values, and simple skills. There is a physical distancing policy so that learning is carried out online (in a network) so that the role of parents is very urgent in ensuring the continuity of their children's education. is the responsibility of the parents; Second, the best gift parents give their children is a good education; Third, parents as the first and foremost madrasa, especially for early childhood, are responsible for their children's education.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Early Teacher Training Across European Countries

2018 ◽  
pp. 71-80
Author(s):  
Ma Isabel Amor Almedina ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Great Influence ◽  
European Countries ◽  
Childhood Education ◽  
The Social ◽  
Integral Development ◽  
Technological Competences

This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.

scholarly journals Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

2019 ◽  
Vol 41 ◽  
pp. e43759
Author(s):  
Patrícia Domingos dos Santos ◽  
Franciele Cascaes da Silva ◽  
Bruna Weber Santos ◽  
Camila Isabel Santos Schivinski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Respiratory Infections ◽  
Nursery School ◽  
Acute Respiratory Infections ◽  
Education Professionals ◽  
Childhood Education ◽  
Nursery Schools ◽  
The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

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