scholarly journals Videoobservasjoner og videobaserte samtaler som metoder for kvalitetsutvikling av barnehageansattes spesialpedagogiske praksis

2021 ◽  
pp. 165-181
Author(s):  
Natallia B. Hanssen ◽  
Marit Krogtoft
Keyword(s):  
Early Childhood ◽  
Research Question ◽  
Educational Needs ◽  
Video Observation ◽  
Special Educational Needs ◽  
High Quality ◽  
Video Observations ◽  
New Knowledge ◽  
Education And Care

In Norway, there has been an increasing focus on the importance of the quality of early childhood education and care (ECEC). Several challenges have been identified, including significant criticism of the quality, validity and usability of special educational needs (SEN) practices. This primarily means that kindergarten employees do not seem to be aware of their practices and how their practices can be developed and improved. The research question in this chapter is how video observation and video-based conversations can contribute to developing the quality of employees’ special educational needs practices in kindergarten. The theoretical part of the chapter is based on various approaches, but Jakob Meløe’s concept of the ‘aware gaze’ is the main inspiration. The data were gathered through video observations and video-based conversations, and the chapter presents two kindergarten employees’ SEN practices. Using video-based conversation, they were able to reflect upon and aquire new knowledge relating to their own practice. The results show that it may help to consider inspiring kindergarten employees to use video observation and video-based conversation as meaningful tools to help employees reflect upon their own experiences and practices, thus contributing to the development of high-quality kindergartens.

scholarly journals The hidden complexity of early childhood educators’ work: The Exemplary Early Childhood Educators at Work study

2020 ◽  
Vol 21 (2) ◽  
pp. 172-175
Author(s):  
Frances Press ◽  
Linda Harrison ◽  
Sandie Wong ◽  
Megan Gibson ◽  
Tamara Cumming ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Care Quality ◽  
Work Study ◽  
High Quality ◽  
Children's Education ◽  
Education And Care ◽  
Children’S Education ◽  
Considerable Body

A considerable body of research suggests that knowledgeable and skilled educators are key to the quality of early childhood services. However, the skills and knowledge of educators is subject to being underestimated and contested. In response, the Exemplary Early Childhood Educators at Work Study has been designed to bring to light the distinctive nature of the work of early childhood educators and its complexity. The study draws its sample from centre based early childhood services that are rated as high quality by the Australian Children's Education and Care Quality Authority (ACECQA).

scholarly journals A Study of the Long-Term Influence of Early Childhood Education and Care on the Risk for Developing Special Educational Needs

2019 ◽  
Vol 29 (3) ◽  
pp. 22-41
Author(s):  
Edward Melhuish ◽  
Jacqueline Barnes ◽  
Julian Gardiner ◽  
Iram Siraj ◽  
Pamela Sammons ◽  
...  
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Child Outcomes ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Policy And Practice ◽  
Childhood Education ◽  
Education And Care ◽  
Mean Trend

Specialized preschool programs can enhance the development of vulnerable young children at risk of special educational needs (SEN). Less is known about the potential of early childhood education and care (ECEC) provided for the general population. This study includes 2,857 children attending 141 ECEC centres in England and 310 with no ECEC. ECEC quality and effectiveness were assessed. Children’s scores on assessments of cognitive development, numeracy, and literacy, and teacher reports of socio-emotional problems at ages 5, 7, 11, and 16 years were used to identify risk of SEN (1 standard deviation beyond the mean). Trend analyses (none vs. low, medium, and high ECEC quality or effectiveness) examined impact of ECEC on risk for cognitive or socio-emotional SEN. Better quality and more effective ECEC reduced risk of cognitive SEN at 5, 11, and 16 years of age, with similar results for socio-emotional SEN. The discussion considers the consistency of the association between children’s ECEC experience and risk for SEN, which is found for alternative measures of ECEC, quality derived from observations and effectiveness derived from progress in child outcomes. These different sources for the ECEC measures add credibility to the results. Also the implications for policy and practice are discussed including the recommendation for universal provision of high quality ECEC and ensuring that the most at-risk populations receive the best ECEC available.

SPECIFIC FEATURES OF ALTERNATIVE COMMUNICATION WITH CHILDREN WITH SENSORY DISORDERS AND MULTIPLE DISABILITIES

2018 ◽  
Vol 28 (3) ◽  
pp. 1027-1030
Author(s):  
Gergana Todorova - Markova
Keyword(s):  
Sign Language ◽  
Mutual Influence ◽  
Multiple Disabilities ◽  
Educational Needs ◽  
Special Focus ◽  
Special Educational Needs ◽  
Alternative Communication ◽  
Sensory Disorders ◽  
Communication Situations

The article is focused on the communication with children with special educational needs. The main topic is alternative communication with children with sensory disorders and multiple disabilities. It explores the phenomenon of communication, citing current definitions developed by a number of authors, which place the emphasis on different aspects of this complex and multilayered process, with a special focus on alternative communication with the groups of special needs children mentioned in the title.The issue is investigated from a special pedagogical and from a social perspective.The author is especially interested in the exploration of the multiple strata of communication (the universal, functional and specific levels). Apart from the different forms, contents, methods and means of communication (the last of which is most commonly discussed in Bulgaria), the article is focused primarily on the important methodological issues related to this topic.One of these basic questions of methodology is the attempt not to place at the center of this process its bi-directional nature, its algorithm or code (sign language, Braille writing system, etc.), but instead to focus on the personalities of those involved in the interaction, their initiative, relationship and goals manifested in different communication situations (mutual influence, emancipation and therapy). Particular emphasis is given to therapy, i.e. the way of influencing the communication behavior of children with sensory disorders and multiple disabilities. It is not viewed as a unilateral process (stimulus-response), but as an interactive one, based on mutual influence. The relationship between the communicators is of utmost significance.Communication is characterized by a number of specific features. Those can mostly be found in the specificity of the communication situations (for example the interactive situations in the following pairs of communicators: deaf – hard of hearing; deaf – deaf; deaf-blind – deaf, etc.), in the presence of an intermediary (for example a sign language interpreter) and above all in the personalities of the communicators. They change the quality of communication. It is for this reason, and not just because of the different means of communication, that this interaction is defined as “alternative”, or more precisely, it is an alternative to the communication of children without disabilities.Based on the analyzed information, the author formulates a number of inferences and recommendations. The main conclusion is the following:When discussing alternative communication with children with special educational needs, the focus should shift from the specific means of communication towards the equally socially important quality of the complex process of communication, which is centered on the personality of the handicapped child.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

Exploration of the Early Childhood Care and Education Provided in Kindergartens in Japan

2019 ◽  
Vol 8 (2) ◽  
pp. 24-29
Author(s):  
Manjinder Kaur
Keyword(s):  
Early Childhood ◽  
World War Ii ◽  
World War ◽  
High Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Different Types ◽  
Education And Care ◽  
Set Up ◽  
Shed Light

This study tends to shed light on early childhood care and education (ECCE) institutions with special reference to kindergartens in Fukuoka, Japan. The choice of the topic for study was derived by the importance of ECCE in children’s life and huge economic growth of Japan after worst effects of world war-II, which are thought to be linked with the education that children receives in Japan. The study is limited to four kindergartens in Fukuoka City and observations made for the study refers to 2018. Herein, different types of institutions providing ECCE, their infrastructural set-up, activities, along with curriculum are discussed. At the end, issues and challenges of ECCE system in Japan are discussed. It has been observed that the infrastructural facility and nature of activities are of high quality. Each and every care is being taken to inculcate habits, as well as to maintain physical and intellectual growth of children. The children seem to be highly happy and enjoy learning via various activities in these schools. It is clear that the devised policies on education and care of children are implemented in full spirit.

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

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