Sociocultural Education and Empathy in Early Childhood: Analyzing The Battle of Gallipoli

2019 ◽  
Vol 47 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Yusuf Keskin ◽  
Sevgi Coşkun Keskin ◽  
Ayşegül Kırtel
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Pilot Study ◽  
Interpretative Phenomenological Analysis ◽  
Thinking Skills ◽  
Phenomenological Analysis ◽  
Preschool Curriculum ◽  
Important Place ◽  
Main Application

We aimed to set a precedent for the sociocultural education of preschool children by qualitatively analyzing the Battle of Gallipoli, which has an important place in Turkish history. An interpretative phenomenological analysis was carried out in 2 stages with groups of 6-year-old children: a pilot study (n = 11) and the main application (n = 13). In the main application, participants completed a series of activities, comprising listening to songs, participating in drama skits, drawing pictures, and writing letters. The main aim of these activities was to determine participants' level of empathic thinking skills. Our findings showed that, within the context of sociocultural education, 6-year-old children can empathize and use dynamic and static imagination types, and that they have a sense of history and understand the concept of time. Thus, we recommend that sociocultural education topics be included in the current preschool curriculum in Turkey.

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

Feasibility and Efficacy of a “Move and Learn” Physical Activity Curriculum in Preschool Children

2008 ◽  
Vol 5 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Stewart G. Trost ◽  
Bronwyn Fees ◽  
David Dzewaltowski
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Preschool Children ◽  
Language Arts ◽  
Nutrition Education ◽  
Vigorous Physical Activity ◽  
Effective Strategy ◽  
Early Childhood Curriculum ◽  
Preschool Curriculum ◽  
To Receive

Background:This study evaluated the effect of a “move and learn” curriculum on physical activity (PA) in 3- to 5-year-olds attending a half-day preschool program.Methods:Classrooms were randomized to receive an 8-week move and learn program or complete their usual curriculum. In intervention classes, opportunities for PA were integrated into all aspects of the preschool curriculum, including math, science, language arts, and nutrition education. Changes in PA were measured objectively using accelerometry and direct observation.Results:At the completion of the 8-week intervention, children completing the move and learn curriculum exhibited significantly higher levels of classroom moderate-to-vigorous physical activity (MVPA) than children completing their usual curriculum. Significant differences were also noted for classroom VPA over the final 2 weeks.Conclusion:The results suggest that integrating movement experiences into an existing early childhood curriculum is feasible and a potentially effective strategy for promoting PA in preschool children.

A PILOT STUDY ON THETA FREQUENCY OF PRESCHOOL CHILDREN WITH DIFFERENT PLAYING ACTIVITIES AT PREFRONTAL CORTEX

2017 ◽  
Vol 29 (01) ◽  
pp. 1750004 ◽  
Author(s):  
Poh Foong Lee ◽  
Donica Pei Xin Kan
Keyword(s):  
Early Childhood ◽  
Prefrontal Cortex ◽  
Preschool Children ◽  
Pilot Study ◽  
Cognitive Process ◽  
Educational Tool ◽  
Theta Frequency ◽  
Ipad Apps ◽  
The Mean ◽  
Electroencephalogram Eeg

Theta frequency at the prefrontal cortex (PFC) is often related to the cognitive process in early childhood. In the present study, we focused on the types of playing activities that could enhance the theta frequency in preschoolers at their PFC area with study on individual brainwaves. The selected playing activities included LEGO and wooden blocks with and without instruction, iPad apps and flash card comparison. A total of 12 individual cases were analyzed in this study. The mean theta amplitudes of their PFC were measured by an electroencephalogram (EEG). Children brainwaves showed profoundly high theta frequency while playing LEGO without guidance. Meanwhile, tablet-based computer educational tool with pictures, sound, and motion initiated greater theta frequency as compared to the conventional flash card. Brainwaves analysis is a great tool to determine the cognitive development of children, based on the types of activities allocated to them.

Young children’s spirituality: A focus on engaging with nature

2019 ◽  
Vol 44 (4) ◽  
pp. 339-350 ◽  
Author(s):  
Christine Robinson
Keyword(s):  
Early Childhood ◽  
Interpretative Phenomenological Analysis ◽  
Theoretical Perspective ◽  
Phenomenological Analysis ◽  
Pedagogical Practices ◽  
Natural Environments ◽  
Qualitative Investigation ◽  
Children's Spirituality ◽  
The World ◽  
Research Interview

The mandated early childhood framework in Australia requires educators working in early childhood services to attend to children’s spirituality. Also, one of the five outcomes in this framework tasks educators with promoting children’s connectedness with and contribution to the world, including natural environments. In this paper I present findings from a qualitative investigation to determine educators’ understandings and practices around promoting young children’s spirituality in the context of religious childcare centres in Western Australia aligned with a focus on nature engagement. A social constructivist theoretical perspective with a phenomenological and interpretivist paradigm framed the research. Interview and observational data were collected and analysed through interpretative phenomenological analysis revealing that educators were able to articulate the connection between spirituality and engagement with nature in childhood. However, in practice, educators rarely offered opportunities for children to experience nature. Recommendations include the provision of professional development in the area of children’s spirituality and its connection with nature along with the creation of guidelines on pedagogical practices that afford children opportunities to engage with their spirituality through nature.

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