Measures of personnel development in different types of German early childhood education (ECE) enterprises

Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).

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THE CONCEPT OF CHANCE IN EARLY CHILDHOOD EDUCATION: AN ANALYSIS FROM THE PERSPECTIVE OF THE REGISTER OF SEMIOTIC REPRESENTATIONS

STATISTICS EDUCATION RESEARCH JOURNAL ◽

10.52041/serj.v20i2.318 ◽

2021 ◽

Vol 20 (2) ◽

pp. 5

Author(s):

VERÔNICA YUMI KATAOKA ◽

AIDA CARVALHO VITA ◽

CLAUDIA BORIM DA SILVA

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Figurative Language ◽

Mother Tongue ◽

School Context ◽

Teaching Sequence ◽

Childhood Education ◽

Semiotic Representations ◽

Different Types ◽

Semiotic Registers

This article aims to investigate the teaching of chance in the context of tactile models (TM) from the perspective of the Theory of Register of Semiotic Representations. In this qualitative research, we sought to identify the different types of semiotic registers and transformations (treatment and conversion), in the solutions of the tasks of the Jefferson’s Random Walks Teaching Sequence of children in early childhood education (aged 5 years). We found the presence of different registers, most frequently mother tongue and figurative language, and of conversions. Finally, the TM proved versatile, particularly in addressing the concept of chance, for the mobilization of different semiotic registers and transformations, which can encourage teachers to use this material to work concepts in the school context. Abstract: Portuguese Neste artigo tem-se como objetivo investigar o ensino de Probabilidade no contexto da maquete tátil (MT) sob a ótica da teoria de Registro de Representações Semióticas. Nesta pesquisa de cunho qualitativo, buscou-se identificar os diferentes tipos de registros semióticos e de transformações (tratamento e conversão), nas soluções das tarefas da Sequência de Ensino Passeios Aleatórios do Jefferson de crianças da educação infantil (5 anos). Verificou-se a presença dos diferentes registros, mais frequentemente a lingua materna e figural, e das conversões. Por fim, a MT mostrou-se versátil, em particular na abordagem do conceito de chance, para a mobilização de diferentes registros semióticos e de transformações, o que pode estimular os professores no uso desse material para trabalhar conceitos probabilísticos no âmnbito escolar.

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Children’s mathematical and verbal competence in different early education and care programmes in Australia

Journal of Early Childhood Research ◽

10.1177/1476718x15582096 ◽

2015 ◽

Vol 15 (2) ◽

pp. 144-157 ◽

Cited By ~ 9

Author(s):

Claudia Hildenbrand ◽

Frank Niklas ◽

Caroline Cohrssen ◽

Collette Tayler

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Informal Care ◽

Care Service ◽

Verbal Ability ◽

Early Childhood Educators ◽

Care Programme ◽

Childhood Education ◽

Different Types ◽

Education And Care

This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different story. At the first measurement, children who consistently attended only informal care outperformed children who either consistently attended a formal early childhood education and care service type or attended a mix of formal and informal care. The development of mathematical and verbal competencies between first and second measurements, 1 year later, did not differ between children who attended different types of early childhood education and care. Early childhood educators in Australia are required to provide programmes that incorporate both mathematical concepts and language development. However, many early childhood educators describe uncertainty about how to support children’s mathematical learning. Further professional development and support in this area is necessary.

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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