scholarly journals Book Reviews: Flows, Rhythms, and Intensities of Early Childhood Education Curriculum, Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures, Wellbeing from Birth, towards Excellence in Early Years Education: Exploring Narratives of Experience

2012 ◽  
Vol 13 (3) ◽  
pp. 256-263
Author(s):  
Rachel Langford ◽  
Debbie Watson ◽  
Sarah Cousins ◽  
Joy Chalke
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Years ◽  
Education Curriculum ◽  
Childhood Education ◽  
Early Years Education

scholarly journals Game-based learning and gamification to improve skills in early years education

2020 ◽  
Vol 17 (1) ◽  
pp. 339-356 ◽  
Author(s):  
Rachid Lamrani ◽  
El Abdelwahed
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Serious Games ◽  
Policy Issue ◽  
Early Years ◽  
Traditional Teaching ◽  
Childhood Education ◽  
Preschool Period ◽  
Early Years Education

Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attracting the full attention of learners which decreases their interaction, engagement and investment in the content. Thus, the development of innovative approaches offering better education is an effective way to address this problem. On the other hand, recent researches in the fields of cognitive science and educational neuroscience show that play-based learning is a promising approach to use in early childhood education. Four key success factors for learning have been identified to strengthen children's skills, namely attention, active engagement, feedback, and consolidation. Thus, the proposed approach presents a digital play-based learning approach deploying serious games augmenting the pedagogical aspect of the Montessori approach. Our purpose is to improve children's skills in their early years education through play-based learning and gamification. It aims to provide children with a rich variety of serious gaming activities and challenging experiences in an interactive environment. We developed several serious games based on Montessori pedagogical principal and the four pillars of learning. For the evaluation, we have chosen a representative sample of children from rural regions.

scholarly journals Developing Multi-Agency Partnerships for Early Learning: Seven Keys to Success

2013 ◽  
Vol 7 (1) ◽  
pp. 149-169 ◽  
Author(s):  
Susan E. Elliott-Johns ◽  
Ron Wideman ◽  
Glenda L. Black ◽  
Maria Cantalini-Williams ◽  
Jenny Guibert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Focus Groups ◽  
Early Learning ◽  
Early Years ◽  
Community Based ◽  
Policy Makers ◽  
Childhood Education ◽  
Early Years Education

The ongoing emphasis on early years education in Ontario provided a rich context for this research project, commissioned by The Learning Partnership (TLP), to evaluate a new provincial project called FACES (Family and Community Engagement Strategy). This initiative seeks to extend and enhance community-based, multi-agency partnerships that support young children and their families in successful transitions to school. Interview data from individuals and focus groups suggest re-thinking early childhood education practices to include innovative multi-agency, community-based partnerships. "Seven Keys to Success" in building multi-agency partnerships emerged from the data providing direction for educators and policy makers.

Everyday Environmental Education Experiences: The Role of Content in Early Childhood Education

2006 ◽  
Vol 22 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Amy Cutter-Mackenzie ◽  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Early Years ◽  
Content Area ◽  
Early Childhood Curriculum ◽  
Childhood Education ◽  
Early Years Education ◽  
The Relationship

AbstractIn recent years discussions surrounding early childhood curriculum has focused on the movement from developmental to sociocultural theory. A further area worthy of investigation involves the role of content in early childhood education, specifically the relationship between content, context and pedagogy. The paper draws on teacher vignettes to consider how environmental education can be represented as a content area in early years education. Issues associated with environmental education as an emerging area of importance in early childhood education are also discussed.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

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