scholarly journals The inclusive preschool classroom : perspectives of the early childhood teacher

2021 ◽  
Author(s):  
Brenda Frey
Keyword(s):  
Early Childhood ◽  
Early Childhood Teacher ◽  
Social Model ◽  
Naturalistic Inquiry ◽  
Preschool Classroom ◽  
Post Secondary ◽  
Inclusive Preschool ◽  
The Government ◽  
Common Understanding ◽  
Government Level

This study explored through naturalistic inquiry three early childhood teacher's perceptions of inclusion and in-class practices in the inclusive preschool classroom. Interviews and in-class observations were used for the purpose of data collection. A social constructivist lens was used to analyze the data. Drawing from a social model of inclusion and theory of attribution framework, the results revealed that inclusion is multifaceted. An understanding and commitment to the ideology of inclusion must occur in conjunction with inclusive in-class strategies and techniques to create successful inclusive programs. This study suggests recommendations for change must be made at the government level, the post-secondary education level and at the community level. These reforms need to be made collaboratively to ensure that all stakeholders have a common understanding and vision for inclusion.

scholarly journals The inclusive preschool classroom : perspectives of the early childhood teacher

2021 ◽  
Author(s):  
Brenda Frey
Keyword(s):  
Early Childhood ◽  
Early Childhood Teacher ◽  
Social Model ◽  
Naturalistic Inquiry ◽  
Preschool Classroom ◽  
Post Secondary ◽  
Inclusive Preschool ◽  
The Government ◽  
Common Understanding ◽  
Government Level

This study explored through naturalistic inquiry three early childhood teacher's perceptions of inclusion and in-class practices in the inclusive preschool classroom. Interviews and in-class observations were used for the purpose of data collection. A social constructivist lens was used to analyze the data. Drawing from a social model of inclusion and theory of attribution framework, the results revealed that inclusion is multifaceted. An understanding and commitment to the ideology of inclusion must occur in conjunction with inclusive in-class strategies and techniques to create successful inclusive programs. This study suggests recommendations for change must be made at the government level, the post-secondary education level and at the community level. These reforms need to be made collaboratively to ensure that all stakeholders have a common understanding and vision for inclusion.

scholarly journals DINAMIKA GURU/PENDIDIK PAUD DI SURABAYA

MOTORIC ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Bustomi Arifin
Keyword(s):  
Early Childhood ◽  
Early Childhood Teacher ◽  
Ministry Of Education ◽  
Essential Factor ◽  
Educational Organization ◽  
Significant Development ◽  
Qualified Teacher ◽  
The Government ◽  
Children Development ◽  
Great Development

Education for early childhood children is an essential factor in regard to children development since this factor influences ability, way of thinking, social interaction and other children developments. Teacher is one of numerous tools that need to be prepared in order to achieve the main goals of education for children. The present study aims to elaborate the importance of qualification standards for early childhood children that are enacted by the Indonesian government through the Ministry of Education and Culture. The present study concludes that Surabaya is having great development concerning educational organization which focus on early childhood children. Unfortunately, this significant development does not followed by qualified teacher based on the regulation that is enacted by the government through the Ministry of Education and Culture. Keywords: Early Childhood Teacher, Children Development, Qualification Standard

scholarly journals Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree

2019 ◽  
Vol 44 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Wendy Boyd ◽  
Linda Newman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quality Care ◽  
Early Childhood Teachers ◽  
Education Programme ◽  
Early Childhood Teacher ◽  
Government Investment ◽  
Childhood Education ◽  
Qualified Teacher ◽  
The Government

There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

E-Government : an exploratory study of online government procurement

2008 ◽  
Vol 5 (2) ◽  
pp. 15
Author(s):  
Maniam Kaliannan
Keyword(s):  
Public Sector ◽  
Empirical Investigation ◽  
Government Procurement ◽  
Management Tool ◽  
Government Service ◽  
The Public ◽  
Organizational Perspective ◽  
Effective Manner ◽  
The Government ◽  
Government Level

The quest to improve the government service delivery is becoming an important agenda for most governments. The introduction oflCT in the public sector especially E-Government initiatives opens up a new chapter in the government administration throughout the world. Governments have deployed ICT to serve their citizens in an efficient and effective manner. This paper presents an empirical investigation of Malaysian government's e-Procurement initiative (locally known as e-Perolehan). The aim of the paper is to examine factors that influence the current and future use of the system within the supplier community. These factors are grouped in three perspectives, (i) organizational perspective; (ii) technological perspective; and (Hi) environmental perspective. The general consensus amongst both the buyer and seller communities is that e-procurement will become an important management tool to enhance the performance of supply chain especially in the public sector. However, before this occurs, the findings suggest that several issues must be addressed by the relevant authorities in light of the three perspectives as mentioned above, to improve the procurement process at the federal government level.

An investigation of STEM Interest, Mathematics Beliefs and gender stereotypes among pre-service early childhood educators

2020 ◽  
Author(s):  
Thomas Delahunty ◽  
Máire Ní Ríordáin ◽  
Mark Prendergast
Keyword(s):  
Early Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Gender Stereotype ◽  
Early Childhood Teacher ◽  
Cultural Barriers ◽  
Global Issue ◽  
Underrepresentation Of Women ◽  
And Gender ◽  
Stem Interest

BackgroundThe underrepresentation of women in STEM fields is a pervasive global issue. Despite evidence casting doubt on the preconceived notions that males outperform females in these domains, gender stereotype beliefs persist and have been highlighted as potential cultural barriers limiting females opportunities. Gender stereotype and ability beliefs emerge in early childhood and recent evidence has highlighted early childhood education as a promising period for the cultivation of positive STEM dispositions. AimsThis study investigated gender stereotype beliefs, mathematical self-beliefs and STEM attitudes among a sample of pre-service early childhood teachers to assess the existence of stereotype endorsements and predictive relationships with STEM interests.SampleParticipants were pre-service early childhood teacher (N=74), mean age 21.17 years, 4 males and 70 femalesMethodsElectronic surveys utilising a series of pre-established scales, measuring gender stereotype bias from ability and cultural perspectives, mathematical self-belief variables (self-efficacy, self-concept, anxiety), and interest in STEM, were distributed. ResultsRegression analysis reveal previous level of mathematical study at secondary school, social persuasions as a sources of self-efficacy and gender stereotype endorsements as significant predictors of overall attitude to STEMConclusions Findings suggest the importance of previous school experience and social influences as well as participants’ gender stereotype endorsements in influencing interest in STEM. These data are discussed in light of implications for teachers; future practice and teacher education

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