scholarly journals Challenges of Men in Early Childhood Education -- Case Study of an American Male Early Childhood Teacher

2018 ◽  
Author(s):  
Yan Yang
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teacher ◽  
Childhood Education

KAJIAN PENYELENGGARAAN PAUD DI KOTA BANJARMASIN DITINJAU DARI ASPEK PERENCANAAN

2018 ◽  
Vol 2 (2) ◽  
pp. 159
Author(s):  
Lisna Sulinar Sari
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Educational Needs ◽  
Needs Analysis ◽  
Case Study Approach ◽  
Childhood Education ◽  
Study Approach ◽  
Early Childhood Institutions

Abstrak: Permasalahan dalam penelitian ini yaitu dari jumlah lembaga PAUD yang ada diKota Banjarmasin belum semuanya memiliki perencanaan khususnya pada analisispeningkatan legalitas kelembagaan PAUD dan analisis kebutuhan pendidikan untuk anak usiadini (AUD). Penelitian ini menggunakan pendekatan studi kasus dengan analisis data deskrtifkuantitatif dan kualitataif. Hasil studi menunjukkan bahwa: i) Disdik Kota Banjarmasin danLembaga PAUD sampel tidak melakukan perencanaan yang baik untuk pendataan analisiskebutuhan pendidikan AUD; ii) Belum semua lembaga PAUD sampel memiliki izinoperasional dikarenakan adanya persyaratan yang belum dapat dipenuhi karena memerlukanbiaya yang cukup besar seperti, pembuatan akta notaris; iii) Belum semua lembaga PAUDmemiliki sarpras sesuai dengan pedoman sarana dan prasarana dari pusat; iv) untuk membantuketersediaan sarpras, Disdik Kota Banjarmasin sudah mengalokasikan dana APBD II berupabantuan RKB, rehab kelas rusak ringan dan berat, serta bantuan APE Dalam dan Luar berupabarang. Abstract: The problem in this study is from the number of early childhood institutions in thecity of Banjarmasin not all have plans in particular to the analysis of institutional legalityincrease early childhood education and educational needs analysis for early childhood (AUD).This study uses a case study approach to data analysis of quantitative and qualitative deskrtif.The study shows that: i) Disdik Banjarmasin and Institutions ECD sample is not doing betterplanning for data analysis AUD educational needs; ii) Not all the samples of early childhoodinstitutions have an operating permit because of the requirements can not be met because itrequires significant costs such as notary deed; iii) Not all early childhood institutions haveinfrastructure accordance with the guidelines of the central infrastructure; iv) to assist theavailability infrastructure, Disdik Banjarmasin already allocated budget II in the form ofclassroom assistance, rehabilitation of damaged light and heavy classes, as well as the In andOut APE assistance in the form of goods.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

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 Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

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