The teachers' educational needs for early detection of difficulties in kindergarden

2021 ◽  
pp. 74-94
Author(s):  
Keyword(s):  
Action Research ◽  
Early Detection ◽  
Communities Of Practice ◽  
School Children ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Educational Strategies ◽  
Training Courses ◽  
Fundamental Value ◽  
Observational Instruments

This paper presents a reflection on potential training courses addressed to kindergarten teachers, working with children of 3-6 years of age. In particular, the data reported derive from a phase of the action research promoted within the Erasmus + European project More Opportunities for Every Child (MOEC), which involved colleagues from Italy, France, Spain and Poland in order to investigate the possibility to build efficient observational instruments to detect the difficulties of pre-school children. The outcomes of the project call for a growing necessity to promote a structured reflection on the fundamental value of efficient observation, which should be incremented through the training offer addressed to teachers, and on other aspects deserving special attention, such as educational strategies to guarantee quality, the promotion of true communities of practice, the development of professional skills, increasingly suited to support the educational and learning growth of each child in kindergarten.

Theology as social activity: theological action research and teaching the knowledge of Christian ethics and practical ministry

2020 ◽  
Vol 73 (4) ◽  
pp. 340-357
Author(s):  
Daniel P. Rhodes
Keyword(s):  
Action Research ◽  
Communities Of Practice ◽  
Knowledge Production ◽  
Social Activity ◽  
Christian Ethics ◽  
Christian Formation ◽  
Research And Teaching ◽  
Approach To Teaching ◽  
Practical Ministry ◽  
Ministry Students

AbstractTheological Action Research (TAR) is a way of doing and teaching theology and forming students that surmounts the problems associated with both formal theologies and theological ethnographies. Drawing from models of action research developed in other fields, this paper outlines an approach to teaching practical ministry grounded in a collaborative mode of inquiry capable of generating new insights into humanity's relation to God while also engendering the ethical-political powers that give shape to collective life. As a process of what anthropologist Lia Haro calls eth-o-graphy, Christian formation and knowledge production cannot be disconnected from cooperative participation in communities of practice dedicated to this kind of social, ecclesial activity. The paper goes on to describe how the author has begun to implement this TAR model at a Catholic, Jesuit institution, offering some promising preliminary findings on the potential it holds for training ministry students.

scholarly journals Addressing the Data Acquisition Paradigm in the Early Detection of Pediatric Foot Deformities

Sensors ◽  
2021 ◽  
Vol 21 (13) ◽  
pp. 4422
Author(s):  
Paul D. Rosero-Montalvo ◽  
Edison A. Fuentes-Hernández ◽  
Manuel E. Morocho-Cayamcela ◽  
Luz M. Sierra-Martínez ◽  
Diego H. Peluffo-Ordóñez
Keyword(s):  
Early Detection ◽  
Embedded System ◽  
Data Acquisition ◽  
School Children ◽  
Pressure Sensors ◽  
Foot Deformities ◽  
Flat Feet ◽  
Child Patients ◽  
Pediatric Foot ◽  
Serious Injuries

The analysis of plantar pressure through podometry has allowed analyzing and detecting different types of disorders and treatments in child patients. Early detection of an inadequate distribution of the patient’s weight can prevent serious injuries to the knees and lower spine. In this paper, an embedded system capable of detecting the presence of normal, flat, or arched footprints using resistive pressure sensors was proposed. For this purpose, both hardware- and software-related criteria were studied for an improved data acquisition through signal coupling and filtering processes. Subsequently, learning algorithms allowed us to estimate the type of footprint biomechanics in preschool and school children volunteers. As a result, the proposed algorithm achieved an overall classification accuracy of 97.2%. A flat feet share of 60% was encountered in a sample of 1000 preschool children. Similarly, flat feet were observed in 52% of a sample of 600 school children.

Letter to the Editor

PEDIATRICS ◽  
1974 ◽  
Vol 53 (3) ◽  
pp. 444-445
Author(s):  
Priscilla White
Keyword(s):  
Early Detection ◽  
Insulin Therapy ◽  
School Children ◽  
Letter To The Editor ◽  
Childhood Population

I am in favor of Doctor Feeman's proposal for early detection of diabetes in the childhood population. Among other reasons, the rate of diabetes in the childhood population is unknown. Formerly in a house-to-house canvas the rate was believed to be one child in 2,400. A recent study of school children in Detroit showed that one child in 600 had been diagnosed as having diabetes. These statistics contain some errors as a few of these children were diagnosed as individuals with diabetes but were not requiring insulin therapy.

The Variability of the Educational Needs of college Teachers as a Condition for Their Professional and Personal Development

2021 ◽  
pp. 26-31
Author(s):  
Galina Uzunova ◽  
A. Kamenskiy
Keyword(s):  
Professional Education ◽  
Personal Development ◽  
Educational Needs ◽  
Advanced Training ◽  
College Teachers ◽  
Ideal Teacher ◽  
Self Development ◽  
Survey Results ◽  
Training Courses ◽  
The Ideal

The article presents the results of an empirical study focused on identifying the features of the attitude of college teachers to their additional professional education, continuous self-development and self-improvement. The article examines the ideas of 214 college teachers about the ideal teacher of the secondary vocational education system, the peculiarities of their perception of themselves as subjects of pedagogical activity, their attitude to the existing requirements of periodic training in advanced training courses, the degree of interest in them and the content of their educational needs. The analysis of the survey results showed the need to take into account the peculiarities of their educational needs and the variability of their professional and personal development when organizing advanced training courses for college teachers.

scholarly journals How Kindergarten Teachers Assess Their Own Professional Competencies

2021 ◽  
Vol 11 (12) ◽  
pp. 769
Author(s):  
Eva Pupíková ◽  
Dalibor Gonda ◽  
Kitti Páleníková ◽  
Janka Medová ◽  
Dana Kolárová ◽  
...  
Keyword(s):  
Classroom Management ◽  
Content Knowledge ◽  
Educational Needs ◽  
Kindergarten Teachers ◽  
Further Education ◽  
Three Dimensions ◽  
Self Assessment ◽  
Teaching Competencies ◽  
Four Dimensions

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of ‘diagnostic knowledge’ and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers’ educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their ‘diagnostic knowledge’ and thus ensure the sustainability of the quality of pre-school education for children. Teachers‘ self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.

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