Making Use of Old and New: Korean Early Childhood Education in the Global Context

2013 ◽  
Vol 3 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Eunhye Park ◽  
Jeehyun Lee ◽  
Hong-Ju Jun
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Educational Practices ◽  
Traditional Beliefs ◽  
Beliefs And Practices ◽  
Global Context ◽  
Childhood Education ◽  
Appropriate Practices

This article focuses on Korean early childhood education in the global and postcolonial context. Special attention is paid to Western and traditional beliefs and practices of childhood education projected by the postings on the walls of an early childhood institution in Korea. Three major features found on the walls of the early childhood institution – that is, collective postings, socially appropriate practices, and rules for self-regulation – are interpreted in terms of the layers of educational practices that consist of Korean early childhood education. This article discusses how Korean early childhood education ‘consumes' the outside influences in order to increase its educational competitiveness in the global context, while maintaining traditional educational practices.

scholarly journals Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

2021 ◽  
Author(s):  
Fumiko Masaki
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Collaborative Action Research ◽  
Constructivist Approach ◽  
Childhood Education ◽  
Target Behaviors ◽  
Collaborative Action ◽  
Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

Early Childhood Education Schools in Brazil

2018 ◽  
pp. 202-221
Author(s):  
Tizuko Morchida Kishimoto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
The State ◽  
Educational Practices ◽  
Japanese Education ◽  
Japanese Children ◽  
Childhood Education ◽  
The Third ◽  
Research Context ◽  
Brazilian Children

This chapter investigates play and interculturality between Brazilian and Japanese children in early childhood education schools in the state of Sao Paulo, Brazil. The research context is 27 schools in five cities with nursery and kindergarten. Three questions structure the article. The first deals with family motivations indicating Japanese education and culture as one of the reasons for choosing the schools. The second examines the objectives and educational practices, and the third explores the play and interculturality between Japanese and Brazilian children.

scholarly journals THE IMPLEMENTATION OF EARLY CHILDHOOD EDUCATION IN THE TIME OF COVID-19 PANDEMIC: A SYSTEMATIC REVIEW

2020 ◽  
Vol 8 (6) ◽  
pp. 46-54
Author(s):  
Maria Gayatri
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
Online Education ◽  
Self Regulation ◽  
School Closure ◽  
Learning System ◽  
Childhood Education ◽  
Manual Search

Purpose of the study: The study examined the implementation of early childhood education during the pandemic of COVID-19. Methodology: A systematic review identified the implementation in early childhood education settings. Electronic databases such as PubMed, MEDLINE, Web of Science, Scopus, and manual search on Google Scholar were explored with specific keywords from the inception of the pandemic COVID-19 to November 30, 2020. Main Findings: Early childhood education has been influenced due to school closure. Most of the children experience online learning, to reduce the spread of the outbreak, especially when face-to-face learning cannot be conducted. Parents and teachers have significant roles in supporting the children to improve their cognitive and social development. However, the implementation of home learning causes some difficulties in relation to the self-regulation of very young children, the readiness to utilize digital technology and learning materials, parent’s beliefs and attitudes on online learning compared with traditional learning, and requirements of demanding time and knowledge to accompany the children. Therefore, it is important to have good communication between parents and teachers to support early childhood online learning during the outbreak. Applications of this study: This article will provide evidence from some countries about the matter of early childhood education during the COVID-19 pandemic. The study will be useful for improving the quality of early childhood education. Novelty/Originality of this study: Due to the COVID-19 pandemic, the early childhood education has changed from the traditional system to online education system to reduce the spread of the diseases. This article will show the various implementations of learning system during the outbreak and the lesson learned.

scholarly journals Rebo nyunda: Is it decolonising early childhood education in Bandung, Indonesia?

2019 ◽  
Vol 10 (1) ◽  
pp. 57-75
Author(s):  
Hani Yulindrasari ◽  
Heny Djoehaeni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Ethnic Group ◽  
Developmentally Appropriate ◽  
Cultural Resistance ◽  
West Java ◽  
Melting Pot ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Appropriate Practices

Abstract Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.

scholarly journals Early Childhood Education

2021 ◽  
Author(s):  
Bernhard Kalicki ◽  
Anke Koenig
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Relations ◽  
Self Regulation ◽  
Problem Solver ◽  
Learning Potential ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
Active Learner

The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.

scholarly journals Early Childhood Education Teachers’ Perception of Outdoor Learning Activities in the Spanish Region of Extremadura

2021 ◽  
Vol 13 (16) ◽  
pp. 8986
Author(s):  
Jorge Rojo-Ramos ◽  
Fernando Manzano-Redondo ◽  
Sabina Barrios-Fernandez ◽  
Miguel Angel García-Gordillo ◽  
José Carmelo Adsuar
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Education ◽  
Learning Activities ◽  
Educational Practices ◽  
Outdoor Learning ◽  
Specific Training ◽  
Childhood Education ◽  
Research Questions ◽  
Spanish Region

Over the years, it has been demonstrated that nature is a very important pillar in learning. Outdoor education is an innovative pedagogical approach that is gaining prominence and brings numerous benefits to the students who receive it. Previous studies have tried to show the positive relationship between education and nature and its benefits for children, but only a few reports refer to the specific perception of teachers on this issue, as well as possible differences according to the location of the school. Thus, taking into account the research questions, this paper aims to identify, analyze, and interpret the perception of early childhood education teachers in the Spanish region of Extremadura about outdoor educational practices. For this purpose, attention is paid to the implementation, difficulties, training, or area in which these outdoor educational practices take place, considering the location of the school. Findings showed that teachers are aware of the benefits of outdoor education, but most of them have not received specific training on it, perceive difficulties in carrying them out, or only carry them out at school. As a result, some differences can be perceived depending on the location of the school. Therefore, these results should make us change our perception of education and be able to propose alternatives, involving all the agents and participants of the education system and being aware of the benefits of outdoor education.

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