The effects of early childhood teachers’ teaching flow, teaching anxiety, and reflective thinking on early childhood curriculum implementation

2020 ◽  
Vol 25 (1) ◽  
pp. 115-138
Author(s):  
Jeong–A Yun ◽  
Chung-Hee Chung
Keyword(s):  
Early Childhood ◽  
Reflective Thinking ◽  
Curriculum Implementation ◽  
Early Childhood Teachers ◽  
Early Childhood Curriculum ◽  
Teaching Anxiety

Early Childhood Curriculum Leadership

2020 ◽  
pp. 227-246
Author(s):  
Daniel J. Castner
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Curriculum Design ◽  
Curriculum Implementation ◽  
Early Childhood Teachers ◽  
Curriculum Studies ◽  
Early Childhood Curriculum ◽  
Curriculum Leadership ◽  
Political Interests ◽  
The Status

This chapter puts theory and research in curriculum, leadership, and early childhood teaching in dialogue to consider possibilities for early childhood curriculum leadership. Structures of macro-curriculum design and micro-curricular approaches to curriculum implementation elucidated conceptual orientations, political interests, and processes involved in curriculum leadership. By building off of the strengths, while also recognizing the limitations of disparate factions of curriculum studies, the chapter concludes with a vision for democratic curriculum leadership. Democratic curriculum leadership simultaneously embraces critical awareness and pragmatic artistry to elevate the professional integrity of early childhood teachers. For these reasons, early childhood curriculum leadership has the potential to democratize early education, elevating teachers to the status of lead professionals who balance various and sometimes competing obligations of teaching young children.

scholarly journals Dinamika Perubahan Kurikulum: Kebijakan Perubahan Kurikulum 2013 PAUD

2017 ◽  
Vol 1 (1) ◽  
pp. 39-52
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Curriculum Implementation ◽  
Early Childhood Curriculum ◽  
National Education ◽  
Childhood Education ◽  
The Future ◽  
The Times

One of the educational problems in Indonesia is the curriculum. Along with the development and challenges of the times, the curriculum is always run into changing, as well the systemic and purposefull development. the curriculum implementation should be able to realize the vision, mission, and goals of national education gradually. the most basic of change and development of curriculum  is changing and developing early childhood curriculum. because the quality of Early Childhood Education determines the quality of Indonesian human resources (HR) in the future, one of which is the 2013 early childhood curriculum. currently early childhood education has had its own curriculum, because during this time early childhood education doesn't have an curriculum. the 2013 Early Childhood curriculum  is expected to encourage the development of learners optimally.

Teacher Assessment of Young Children Learning with Technology in Early Childhood Education

2012 ◽  
Vol 8 (4) ◽  
pp. 1-10
Author(s):  
Esther Ntuli ◽  
Lydia Kyei-Blankson
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Childhood Teachers ◽  
Teacher Assessment ◽  
Early Childhood Curriculum ◽  
Teacher Understanding ◽  
Related Data ◽  
Technology In Instruction ◽  
Learning With Technology ◽  
Assessment Strategies

Technology integration into the early childhood curriculum has seen some improvement. Many teachers now report using technology in instruction and providing young children the opportunity to use technology as a learning resource or tool in the classroom. While there has been some development in providing children with technological tools, research shows very little is known about how teachers assess what students know and can do with the technology. The current study examines teacher assessment of young children’s learning with technology using early childhood teachers from a Midwestern school district. The study shows a general lack of teacher understanding of assessment strategies and assessment data, hence the inability to verify the progress young children are making with technology in early childhood programs. Recommendations are made regarding how technology-related data may be effectively gathered and interpreted by early childhood educators.

Curriculum Implementation: Decisions of Early Childhood Teachers

2010 ◽  
Vol 35 (3) ◽  
pp. 51-59 ◽  
Author(s):  
Jennifer Burgess ◽  
Gregory Robertson ◽  
Catherine Patterson
Keyword(s):  
Early Childhood ◽  
Curriculum Implementation ◽  
Early Childhood Teachers
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