scholarly journals RIECU: The early childhood education-centre for teachersuniversity Network. Analysis of children’s learning achievements through the project approach

2017 ◽  
Vol 7 (1) ◽  
pp. 9
Author(s):  
Rosario Mérida Serrano ◽  
Elena González Alfaya ◽  
Mª Ángeles Olivares García
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Undergraduate Students ◽  
Continuing Professional Development ◽  
Structured Interviews ◽  
Project Approach ◽  
Childhood Education ◽  
Education Centre ◽  
The Project Approach

Abstract: This paper presents a research-action project carried out in 2012/13 in relation to the Early Childhood Education-Centre for Teachers-University Network. This network has been constructed to collaboratively research the Project Approach (hereinafter, PA) in Early Childhood Education classrooms. It is made up of teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development Centre for Teachers, university researchers, and undergraduate students. The total number of people involved in the RIECU network is 538. From a qualitative paradigm, this work aims at analysing the learning outcomes achieved by the children through their participation in the RIECU network, based on the opinions expressed by the teachers, the families, the adviser, the researchers, and the undergraduate students. Semi-structured interviews, a focus group, and research journals were used to compile information. The most relevant results were: (1) the children obtain benefits by using the PA as a means of approaching knowledge; and (2) they acquire new attitudes towards knowledge, such as initiative, self-assurance, and responsibility. RIECU: Red de Infantil Escuela-Centro de Profesorado-Universidad. Análisis del aprendizaje de los niños a través del método de proyectos Resumen: Se presenta un proceso de investigación-acción realizado en 2012/13 sobre la Red de Infantil Escuela-Centro de Formación del ProfesoradoUniversidad. Esta red se construye para investigar colaborativamente el método de Proyectos de Trabajo (en adelante, PT) en las aulas infantiles. Está integrada por maestras y niños de infantil, asesora del centro de profesorado, investigadoras y estudiantes. Participan en RIECU 538 personas. Desde un paradigma cualitativo se han analizado los aprendizajes de los niños al participar en RIECU, según la opinión manifestada por las maestras, las familias, la asesora, las investigadoras y los estudiantes. Se ha utilizado la entrevista semiestructurada, el focus group y los diarios de investigación para recabar información. Los hallazgos más relevantes se refieren a: (1) los niños de infantil obtienen beneficios al utilizar los PT como enfoque de investigación para aproximarse al conocimiento y (2) adquieren nuevas actitudes frente al saber, como iniciativa, seguridad y responsabilidad.

scholarly journals IMPLEMENTATION INVESTIGATION PROJECT AMONG UNDERGRADUATE STUDENTS IN EARLY CHILDHOOD EDUCATION DURING THEIR TEACHING TRAINING

2020 ◽  
Vol 2 (4) ◽  
pp. 68-77
Author(s):  
Azizah Zain ◽  
Mazlina Che Mustafa ◽  
Jamilah Mohd Basir
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
Mean Value ◽  
Study Data ◽  
Interview Protocol ◽  
Project Approach ◽  
Postgraduate Students ◽  
Childhood Education

The purpose of this study was to investigate undergraduate students' knowledge in the implementation of the Investigation Project during their teaching practice. Investigation Project is one of the approaches adopted from the Project Approach. This approach included in the National Preschool Standard Curriculum. In this study, data were collected using questionnaire and interview protocol. The survey was used to obtain information on the students' knowledge of implementing the Investigation Project. At the same time, the interviews were conducted to find out the implementation of the Investigation Project for students undergoing teaching practice using the Teacher's Guide. The study sample is purposive sampling. One hundred seven students answered the questionnaire, and the interview protocol administered to 5 students who are implementing the Investigation Project in their teaching practices using Teacher Guidelines. The findings of the study indicate that the level of knowledge of the Early Childhood Education students in the Investigation Project is at a moderate level with an overall mean value of 2.69. The findings from the interview protocol found that the Teacher Guidelines provided to them helped them to implement the Investigation Project more effectively. The conclusion, this study showed that postgraduate students need a practical guide in assisting them to achieve this approach as they are less exposed to this approach while studying. The implications of this study have provided beneficial exposure to potential TADIKA teachers in Malaysia.

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

scholarly journals Vaccination uptake among Australian early childhood education staff: assessing perceptions, behaviours and workplace practices

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Holly Seale ◽  
Stephanie Dwyer ◽  
Alamgir Kabir ◽  
Rajneesh Kaur
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy And Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Center Staff ◽  
Childhood Education ◽  
Staff Members ◽  
Education Centre ◽  
Mandatory Vaccination

Abstract Background Early Childhood Education Centre (ECEC) staff are strongly recommended to receive several immunizations including influenza and pertussis. However, evidence regarding the uptake is either old or lacking across all Australian States/Territories. This study aimed to explore the attitudes and barriers around ECEC staff vaccination and the immunisation policy/practices employed at their workplaces. Methods An online cross-sectional survey was undertaken of staff members (administrators and childcare center staff) in early 2017. We compared the individual’s knowledge, attitude and practices as well as the centre’s policy and practice variables between the vaccinated and unvaccinated respondents. A logistic model was used to identify the factors associated with uptake of the different vaccines. Results A total of 575 ECEC staff completed the survey. Sixty percent reported being aware of the recommendations about staff immunisation. While participants did acknowledge that they could spread diseases if unvaccinated (86%), 30% could not recall receiving a dTpa in the last 10 years. Private centres were less likely to provide free or onsite vaccination compared to other categories of centres. Less than half reported receiving any encouragement to get the influenza vaccine and only 33% reported that their centre provides onsite influenza vaccination. Regarding the introduction of mandatory policies, 69% stated that they would support a policy. Conclusion Employers should consider supporting methods to maximize vaccination of their employees including providing free onsite vaccination. Participants were open to idea of mandatory vaccination; however, this needs to be explored further to determine how vaccine costs and access issues could be resolved.

scholarly journals Classificação na Educação Infantil: discutindo propostas, concepções e práticas Rank in Early Childhood Education: discussing proposals, concepts and practices

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Edneri Pereira Cruz ◽  
Ana Coelho Vieira Selva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Common Property ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Structured Interviews ◽  
Childhood Education ◽  
Conceptual Clarity ◽  
Role Of Teachers

O estudo investiga como a Classificação vem sendo tratada na Educação Infantil. Em particular, as atividades propostas em livros didáticos e a atuação de docentes em sala de aula. Esta pesquisa contemplou: análise de livros didáticos de Matemática, observação de sala de aula e realização de entrevistas semiestruturadas com professoras desta etapa de ensino. De modo geral, tanto nos livros didáticos quanto nas propostas em sala de aula, as atividades apresentam-se como contexto fecundo para se explorar aspectos numéricos, geométricos e lógicos, com a predominância de atividades que previam o agrupamento de objetos que possuíam uma propriedade comum ou mesmo atributo. Na preocupação em tornar o conhecimento acessível e com significado para a criança, se perdeu em algumas atividades a clareza conceitual.The study investigates how the Classification has been treated in kindergarten. In particular, the activities proposed in textbooks and the role of teachers in the classroom. This research included: analysis of textbooks of Mathematics, classroom observation and carrying out semi-structured interviews with teachers of this educational stage. In general, both in textbooks as the proposals in the classroom, the activities are presented as fruitful context for exploring numerical, geometric and logical aspects, with the predominance of activities that provide for grouping of objects that had a common property or even attribute. The aim of making it accessible and meaningful to the child's knowledge, was lost in some activities the conceptual clarity.  

scholarly journals Music value and participation: An Australian case study of music provision and support in Early Childhood Education

2018 ◽  
Vol 40 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Margaret S. Barrett ◽  
Libby Maree Flynn ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Identity Development ◽  
Parenting Practices ◽  
Value Added ◽  
Childhood Education ◽  
Music Making ◽  
Education Centre ◽  
Australian Case

There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.

scholarly journals Thinking about Practice in Integrated Children's Services: Considering Transdisciplinarity

2012 ◽  
Vol 37 (3) ◽  
pp. 94-99 ◽  
Author(s):  
Andrea Nolan ◽  
Jennifer Cartmel ◽  
Kym Macfarlane
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Direct Result ◽  
Structured Interviews ◽  
Children's Services ◽  
Care Community ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Services ◽  
Role Confusion

Integrated service delivery in the early childhood education and care sector is burgeoning as a direct result of government agendas in Australia that privilege services for young children and families, especially those considered most vulnerable and at risk. In many cases this means reviewing and revising current practice to work more collaboratively with other professionals. This paper reports the findings of one aspect of a larger Australian study entitled: ‘Developing and sustaining pedagogical leadership in early childhood education and care professionals’. The focus of this paper is the understandings and practices of professionals in both Queensland and Victoria working in integrated Children's Services across the education, care, community and health sectors. The notion of transdisciplinary practice is also explored as a way to sustain practice. Qualitative data collection methods, including the ‘Circles of Change’ process, the ‘Significant Change’ method and semi-structured interviews were used. The findings indicate concerns around professional identity, feeling valued, role confusion and the boundaries imposed by funding regulations. Working in a transdisciplinary way was generally considered a useful way to move practice forward in these settings, although the ramifications for leadership that this approach brings requires further consideration.

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