scholarly journals Environment and Resource Challenges Faced by Early Childhood Development Centres in Gweru Urban High Density Suburbs

2017 ◽  
Vol 6 (2) ◽  
pp. 142
Author(s):  
Grace Sibusisiwe Mupondi-Masuka ◽  
Richard Nyika ◽  
Phebion Kangai
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
High Density ◽  
Childhood Development ◽  
Public And Private ◽  
Study Results ◽  
Resource And Environment ◽  
Method Approach ◽  
Suitable Environment

<div><p><em>The aim of the study was to analyse the resource and environment challenges faced by Early Childhood Development (ECD) centres within Gweru Urban high density suburbs. Availability of resources and quality of the environment are crucial components in the holistic development of all children (Bruce, 2004). This study sought to establish the specific nature of resources and environment challenges currently faced by ECD centres in the Gweru urban high density suburbs. In order to establish the dimensions and nature of this phenomenon, the study adopted the mixed method approach which used interviews, questionnaires, observations and document analyses to collect data. Six (6) ECD administrators from six (6) ECD centres and thirty (30) ECD teachers from ECD centres in Gweru High Density Suburbs were purposively sampled for the study. Results showed that inadequate provision of resource and environment requirements had bedevilled centres in the high density suburbs. The centres lacked funding resulting in failure to provide a suitable environment and needed resources. The teacher-pupil ratio was as high as 1:50 which was above the 1:20 ratio stated in the Statutory Instrument 106 of 2005. The study recommended that the Ministry of Primary and Secondary Education should not allow ECD centres to operate without meeting the requirements for ECD establishment. Parents and other stakeholders were also encouraged to contribute towards funding, construction and acquisition of resources for ECD centres. The study also recommended that government and council should provide free land for the establishment of ECD centres for both public and private centres. </em></p></div>

scholarly journals Kajian Ergonomi di Sentra Persiapan BCCT: Menggugah Minat Baca-Tulis Anak Usia Dini Melalui Penataan Lingkungan Belajar yang Ergonomis

2019 ◽  
Vol 2 (2) ◽  
pp. 127-142
Author(s):  
Laily Hidayati
Keyword(s):  
Environmental Management ◽  
Early Childhood ◽  
Human Performance ◽  
Early Childhood Development ◽  
Behavioral Science ◽  
Optimal Level ◽  
Childhood Development ◽  
Learning Approach ◽  
Early Childhood Learning

Humans influence and are influenced by their environment. That rule is fully accepted in the study of behavioral science or psychology. Thoughts, feelings, behaviors, and tendencies to act can "change" a situation, and can "changed" because of a situation. Ergonomics is the study of the relationship between humans and their environment, in order to improve the quality of these relationships so as to produce positive situations for humans, as well as positive for their environment. This conceptual writing wants to try to apply the study and the results of ergonomics studies into the practice of early childhood learning, by taking a learning approach that is closely related to environmental structuring, namely a center and circle based learning approach, also known as a Beyond Center and Circle Time (BCCT). Which is one of the centers of learning in the BCCT approach is the preparation center. That is the center for early childhood learning environments arranged in such a way that supports the achievement of the purpose of preparing early childhood to master the ability to read, write, and count. This paper wants to integrate the principles of environmental management of the preparation center, with the psychological fact that effective environmental management can really affect human performance, in this case the achievement of early childhood development in read, write, and count preparation. So that it is expected that the efforts of early childhood education institutions to prepare well the tasks of early childhood development can be increased to the optimal level.

scholarly journals Inclusion in Early Childhood Development Settings: A Reality or an Oasis

2021 ◽  
Author(s):  
Joyce Mathwasa ◽  
Lwazi Sibanda
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Human Right ◽  
Life Long Learning ◽  
What Works ◽  
Unpublished Studies

Inclusive education within the Early Childhood Development settings has been identified as the most equitable practice for children with disabilities and is based on acknowledging it as a fundamental human right and a foundation for life-long learning for all children. Based on the concept of human rights, inclusion has been viewed as an ambiguous and imaginable consequence of excessive promise, which does not refer to early childhood; hence, practitioners have challenges in its applicability. This chapter aims to unravel the mysteries behind inclusion in early childhood, exploring the realities of what works and what does not work to inform policy making mechanism. Literature from renowned published work that focuses extensively on various countries across continents is reviewed. Local recently published and unpublished studies that scrutinise the association between practitioner qualification and quality of the ECD centres; those that have explored the success and challenges of inclusion in ECD will be examined. It is envisaged that this chapter would come up with best practices in the implementation and assessment of inclusive education in the ECD settings that will benefit children with disabilities, their parents or caregivers, and stakeholders.

scholarly journals DINAMIKA PENGEMBANGAN SISTEM PENDIDIKAN (Kerangka Dasar Potensi Anak Usia Dini)

2014 ◽  
Vol 2 (2) ◽  
pp. 235
Author(s):  
Amin Nasir
Keyword(s):  
Early Childhood ◽  
Physical Function ◽  
Cognitive Ability ◽  
Growth And Development ◽  
Early Childhood Development ◽  
Language Skills ◽  
Childhood Development ◽  
Routine Activity

<p>The pattern of learning in early childhood should be built based<br />on the growth and development of children whose implementation is packed<br />appropriately in accordance with the child’s world, that is playing, drawing,<br />singing and watching cartoons. All of them are a routine activity that is great<br />fun for children, as well as through playing, drawing, singing children will learn<br />Growth of children is different with their development. The growth is more<br />quantitative, whereas the development refers to the qualitative parameters.<br />Thus, the meaning of early childhood development is the advancement of the<br />quality of physical function, psychological and synergy of both. Early childhood<br />development that need to be considered further attention include areas: motor<br />skills, physical function, cognitive ability, language skills, and the ability of<br />religion.</p>

Family structure transitions and early childhood development in Taiwan

2014 ◽  
Vol 39 (3) ◽  
pp. 275-284 ◽  
Author(s):  
Jennifer Chun-Li Wu ◽  
Tung-liang Chiang
Keyword(s):  
Early Childhood ◽  
Family Structure ◽  
Psychosocial Functioning ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Sociocultural Factors ◽  
Income Poverty ◽  
The Past

Taiwan has over the past three decades been experiencing demographic changes that may pose important concerns for children’s quality of life. This study examines the relationships and potential pathways between family structure transitions and early childhood development. Our analysis is based on 19,499 children from the 2005 birth cohort who completed three follow-up surveys (at 6, 18, and 36 months of age). Using multiple regressions, we found that children who consistently lived with single parents or who experienced their parents’ divorce/separation did poorer in both cognitive and socioemotional development than those in stable married families. Significance testing for mediation by bootstrapping revealed that the disparities could be explained by the family’s exposure to income poverty, psychosocial functioning and/or parenting quality. It is important to look more deeply into sociocultural factors in future investigations.

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