An Analysis on the Status and Teacher’s Awareness of Music Appreciation Activities of Early Childhood Education Institutions

2021 ◽  
Vol 12 (1) ◽  
pp. 1633-1646
Author(s):  
Youkyoung Lim ◽  
Joengju Kim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Music Appreciation ◽  
Childhood Education ◽  
The Status

scholarly journals Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?

2021 ◽  
pp. 183693912110572
Author(s):  
Sene Gide ◽  
Sandie Wong ◽  
Frances Press ◽  
Belinda Davis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Small Body ◽  
Linguistically Diverse ◽  
Childhood Education ◽  
The Status ◽  
Potential Benefits ◽  
Australian Bureau Of Statistics ◽  
Multicultural Workforce

This paper reviews current literature and research relevant to the Culturally and Linguistically Diverse (CALD) Early Childhood Education (ECE) workforce in Australia, including data from the Australian Bureau of Statistics (ABS). Australia is a highly multicultural society, with one out of every three people born overseas. Anecdotally, the Australian early childhood sector is reported to have a highly multicultural workforce. Yet there is a noticeable lack of data and research concerning cultural diversity in the Australian ECE workforce. This paper reports on the data from the ABS-Census of Population and Housing (ABS-Census), the small body of literature on the CALD ECE workforce and literature pertaining to CALD in other Australian workforces to argue that more data and research is needed. Developing a richer understanding of the status, experience and contributions of CALD educators would enable the sector to recognise and support the potential benefits of such a workforce for children and families and social cohesion in Australia.

scholarly journals ANALISIS KEBIJAKAN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI ISLAM

2019 ◽  
Vol 11 (1) ◽  
pp. 61
Author(s):  
Fu ad Arif Noor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Administration ◽  
Education Programs ◽  
Volunteer Teachers ◽  
Level Of Education ◽  
Childhood Education ◽  
The Status ◽  
Service Standards

Abstract Level of education, amount of incentive and the level of competence of teachers/caretakers three significantly influenced by the status of civil servant teachers/PNS on the quality of children's ideal, the status of civil servants/PNS for early childhood education programs/PAUD should have the qualifications and competence yangt accordance with minimum service standards so that it has a higher chance to create quality children's ideal , Level of education, amount of incentive and the level of competence of teachers/caretakers three significantly influenced by the status of volunteer teachers to the quality of children's ideal, voluntary status for early childhood education programs/PAUD should have the qualifications and competence yangt accordance with minimum service standards so that it has a higher chance to create quality children's ideal , but almost all providers of early childhood education conducted by both the foundations and the community pay less attention to the qualifications and competence His nurse, so it looks only at who has the time to become caretakers. It has alarming effects, seen from the perspective of educational administration, the ideal child's success into question, and generation like what 20 years to come. There is some education that shall be given to early childhood include: grateful, tauhid (with mengadzankan), physical education (strong physical), health, and intelligence. Keywords: Analysis, Policy, Education, PAUDI.

The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners

2019 ◽  
Vol 45 (1) ◽  
pp. 30-42
Author(s):  
Sandra Hesterman ◽  
Anna Targowska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Western Australia ◽  
Early Years ◽  
Education Practice ◽  
Childhood Education ◽  
Beliefs And Values ◽  
The Status ◽  
Study Participants

This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.

scholarly journals The status of early childhood education in Pakistan: Inside stories

2018 ◽  
Vol 19 (3) ◽  
pp. 310-317
Author(s):  
Mohammad Afzal Khan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Well Being ◽  
Developed Countries ◽  
Full Potential ◽  
Holistic Development ◽  
Childhood Education ◽  
The Status ◽  
Approach To Teaching

This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals.

Leadership in Early Childhood Education

Education ◽  
2020 ◽  
Author(s):  
Kate Thornton
Keyword(s):  
Early Childhood ◽  
Leadership Development ◽  
Early Childhood Education ◽  
Distributed Leadership ◽  
Early Years ◽  
Education Sector ◽  
Highly Qualified ◽  
Early 21St Century ◽  
Childhood Education ◽  
The Status

Leadership in early childhood education is a relatively young but expanding field of scholarship reflected in the early 21st-century nature of the literature in this entry. In many cases, the literature draws on existing leadership theories and relates it to the early childhood education context. Common theories of leadership such as transactional or transformational leadership have been rejected by those in the sector as these approaches do not reflect the collaborative nature of leadership in the early years sector. Conversely, broader leadership approaches commonly referred to in the wider education sector, such as pedagogical and distributed leadership, are seen as relevant to the early childhood education sector and sections of this entry are devoted to literature on these. Literature on Distributed Leadership and teacher leadership focuses on the practice of leadership rather than those in leadership roles and literature on the link between leadership practice and quality in early childhood is also included. Leadership is acknowledged to be contextual and this is particularly the case in the early childhood education sector where the status of the profession, the structure, and the terminology used varies widely across countries. Much of the writing in the field has come from countries such as Australia, New Zealand, England, and Nordic countries, where teachers and leaders are more highly qualified and where there is a greater level of recognition for the sector and the importance of leadership. In contrast some of the literature from North America reveals a sector in which the importance of leadership struggles to be acknowledged or respected. While there is a separate section on Leadership in Different Contexts, context is of relevance in the majority of literature included. Reasons for the lack of recognition for leadership in the sector include the lack of support for leadership development highlighted in the selection of articles focused on this entry. Tensions in the field are highlighted in a section on Challenges and Debates. The predominance of women in the sector appears to be another factor in the lack of recognition and this is reflected in the authorship of the literature with the majority of articles being written by women. While most of the literature referred to takes the form of articles, some books are included. These are mainly Texts and Guides for practitioners however some include theorization on the nature of leadership in the field.

scholarly journals The status of children's rights in early childhood education policy 2009

2009 ◽  
Author(s):  
Sarah Te One ◽  
Carmen Dalli
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Policy ◽  
Children's Rights ◽  
Children’S Rights ◽  
Political Agenda ◽  
High Quality ◽  
Childhood Education ◽  
Early Childhood Education Policy ◽  
The Status

Under the current National-led government the combined effects of a new political agenda and a world-wide recession have resulted in a discernible shift in policy priorities. Using a children’s rights-based lens, this paper considers changes in early childhood policy during 2009 and argues that these shifts impact the integrity of the 10-year early childhood Strategic Plan introduced in 2002. They also put in question whether children’s rights to high-quality early childhood education policy are really taken seriously within the policy arena. The issue of government’s role in providing high quality early childhood services is highlighted as one that derives from children’s citizenship rights. The paper concludes that a new critical ecology of the early childhood sector is emerging which uses a children’s rights perspective to evaluate current policy and envision possible futures.

scholarly journals Doing Anti-Homophobia and Anti-Heterosexism in Early Childhood Education: Moving beyond the Immobilising Impacts of ‘Risks’, ‘fears’ and ‘silences’. Can We Afford Not To?

2005 ◽  
Vol 6 (2) ◽  
pp. 175-188 ◽  
Author(s):  
Kerry Robinson
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Collaborative Research ◽  
Teacher Educator ◽  
Status Quo ◽  
Childhood Education ◽  
The Past ◽  
Powerful Means ◽  
The Status

This article explores the notion of ‘risk’ and the consequences of both ‘taking risks' or ‘not taking risks' in doing anti-homophobia (or anti-heterosexist) education within broader anti-bias and social justice agendas in early childhood education. Informed primarily by the author's collaborative research and experience as a teacher educator in cultural diversity and social justice issues over the past decade, this discussion focuses on the discursive and material barriers that reinforce negative readings of taking risks, within personal, institutional and societal contexts, in relation to doing anti-homophobia education with children as part of early childhood education curricula. The article explores ‘risk’ as a social construction, operating as a powerful means of societal control in order to maintain the status quo and dominant power relations that underpin societal inequalities, especially those related to the rigid binary heterosexual us/homosexual them. The question of whether early childhood educators can afford to ‘risk’ not doing anti-homophobia education as part of their anti-bias or social justice agendas becomes the pertinent issue explored in this article.

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.

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