scholarly journals CONCEPTUAL FRAMEWORK FOR EARLY CHILDHOOD EDUCATION QUALITY MONITORING IN THE RUSSIAN FEDERATION

2020 ◽  
pp. 41-51
Author(s):  
Ирина Евгеньевна Федосова
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Conceptual Framework ◽  
Russian Federation ◽  
Preschool Education ◽  
Quality Monitoring ◽  
Education Quality ◽  
Childhood Education ◽  
The Russian Federation

Представлены научные предпосылки и концептуальные основы новой системы мониторинга качества дошкольного образования (МКДО) в Российской Федерации. Описаны цели и задачи Концепции МКДО, области, показатели и система уровневой оценки качества дошкольного образования. Представлена модель разностороннего оценивания качества образования в дошкольных образовательных организациях, модель многоуровневого сбора информации МКДО с использованием единой информационной платформы МКДО. Обозначены возможные направления использования результатов мониторинговых процедур на всех уровнях системы дошкольного образования России. The article presents the scientific background for the development of the new quality monitoring system in the Russian Federation, as well as goals, objectives and main provisions of the Conceptual framework for early childhood education quality monitoring in the Russian Federation. The article presents a system of level assessment of the quality of preschool education, which is embedded in the monitoring concept. The article presents a model of comprehensive assessment of the quality of education in preschool institutions, a model of multilevel collection of information from the MKDO using the unified information platform of the monitoring. It describes the aspects and indicators for assessment and evaluation of the quality of early childhood education in early childhood classrooms and in early childhood settings in general. The authors of the concept proposes 9 areas of quality to organize information monitoring: educational guidelines; educational program; teacher qualifications; content of educational activities; educational process organization; educational environment; creation of conditions for preschool education of children with special needs and disabilities; interaction with parents; provision of meals to students and preschool institution employees; child protection and health improvement, management and development of the organization. It formulates possible directions of implementation of the results of monitoring procedures at all levels of early childhood education system in the Russian Federation.

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.

scholarly journals On the Importance of Random Education to Preschool Education

2020 ◽  
Vol 9 (5) ◽  
pp. 194
Author(s):  
Qisheng Dou ◽  
Shouwei Li
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
External Environment ◽  
Preschool Education ◽  
Multiple Perspectives ◽  
Childhood Education ◽  
Quality Of Learning

Because young children are young, their thinking and attention tend to show random characteristics when they are exposed to new things, and they are very vulnerable to the external environment and their own emotions. When children are attracted, their own thinking and awareness will be more active, their language expression will be more vivid, and the quality of learning can be better improved. Therefore, this article explores the specific ways of random education in early childhood education from multiple perspectives, hoping to enable children to achieve better development.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

2021 ◽  
Vol 33 (2) ◽  
pp. 221-235
Author(s):  
Olena Litichenko ◽  
Olena Kovalenko
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Preschool Education ◽  
State Standards ◽  
Individual Development ◽  
Normative Documents ◽  
Childhood Education ◽  
European Experience ◽  
The Individual

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

scholarly journals Manajemen Ekstrakurikuler Pendidikan Anak Usia Dini (PAUD)

2019 ◽  
Vol 3 (2) ◽  
pp. 369-380
Author(s):  
Erni Munastiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Extracurricular Activities ◽  
Assessment Tools ◽  
Analysis Techniques ◽  
Childhood Education ◽  
Library Research ◽  
Qualitative Research Methodology ◽  
The Subject

This research examines the management of extracurricular education early childhood. It is backed by that implementation of extracurricular activities on early childhood education face varieties of constraints in management. Therefore, extracurricular activities, early childhood education is supposed to be managed thoughtfully. The management of extracurricular activities are good and true will effect positively to the quality of early childhood education. The qualitative research methodology is library research. Method of data collection by collecting reference books the subject matter and book supporters. Data analysis techniques are content analysis. Results of the study show that the extracurricular management, early childhood education is implemented through the following four stages: (1) plan a needs analysis, types, background, goals, budget, materials, assessment tools, schedule, facilities and infrastructure, output criteria instructors, (2) organize the Division of duties, authority and responsibilities of the personnel of extracurricular activities, (3) carry out extracurricular activities appropriate planning and organizing, and (4) evaluate extracurricular activities.

scholarly journals Peningkatan Mutu Sumber Daya Manusia Lembaga Pendidikan Isalm Berbasis Sustainable Development Goals Di Yayasan Pendidikan Anak Saleh Kota Malang

2021 ◽  
Vol 5 (1) ◽  
pp. 182
Author(s):  
Anwar Sa'dullah ◽  
Triyo Supriyatno
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Primary School ◽  
Performance Appraisal ◽  
Rapid Development ◽  
Descriptive Analysis ◽  
Childhood Education

The dynamics of the development of educational institutions in Indonesia cannot be stopped, let alone limit the rapid development of institutions. Not a few institutions have closed down due to the lack of interest in the community to send their children to school. The problem basically concerns the quality of the institution, especially human resources who play a role as the subject or manager of the institution. For quality institutions, it is certain that they will not be displaced by global developments and the demands of the community for quality education. The research method of this article is qualitative research with a descriptive analysis approach. This type of research is a case study with a multi-case design considering the choice of two research institutions even though one shelter, namely early childhood education and primary school Anak Saleh Malang City. The results showed that early childhood education has four strategies in improving the quality of human resources, including: training, professional development, career development, and performance appraisal. One of the four strategies has the theme of developing human resources through workshops on the responsibilities of employees in schools and families. Meanwhile, the Saleh Children Primary School has three strategies for developing human resources, namely: monitoring, evaluation and follow-up. Among the three strategies, one of the activity designs is the awarding of employees through employee and teacher months including the involvement of parents in follow-up programs. Keywords: Quality, Human Resources, SDGs, Saleh Children

scholarly journals Bebês em creches nas zonas rurais do Brasil

2020 ◽  
Vol 6 (10) ◽  
pp. 264
Author(s):  
Patricia Maria Uchôa SIMÕES ◽  
Mariana Uchôa Simões BARBOSA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Rural Populations ◽  
Childhood Education ◽  
Daycare Centers ◽  
History Of ◽  
The Right ◽  
Educational Indicators

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de “Proinfância” en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a “Proinfância” como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

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