scholarly journals A COLLABORATIVE EXCHANGE TO IMPROVE EARLY CHILDHOOD EDUCATION OUTCOMES

2020 ◽  
Vol 78 (6A) ◽  
pp. 1126-1136
Author(s):  
Yumiko Takagi ◽  
Paul Batten ◽  
Karen Rattenborg
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Collaborative Research ◽  
State University ◽  
Colorado State University ◽  
Childhood Education ◽  
Excellent Research ◽  
International Collaborative ◽  
International Collaborative Research ◽  
The U.S

International collaborative research has great value in helping each of the participant’s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements. As the trend in Japan towards nuclear families continues in tandem with Japan’s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan’s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving. This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research. Keywords: collaborative exchange, childcare, early childhood education, international collaboration

scholarly journals DISCIPLINAS ESPECÍFICAS DE EDUCAÇÃO INFANTIL NO CURSO DE PEDAGOGIA DA UNIVERSIDADE ESTADUAL DE LONDRINA: CONTRIBUIÇÕES PARA O PROCESSO FORMATIVO INICIAL DE PROFESSORES

2018 ◽  
Vol 15 (4) ◽  
pp. 106-117
Author(s):  
Marta Regina Furlan de Oliveira ◽  
Lauriete da Silva Bernardes Vicente
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
State University ◽  
Childhood Education ◽  
Knowledge For Teaching ◽  
Qualitative Nature

This article has the main objective of understanding the initial formation of teachers of Child Education, providing a critical look at the contributions of the specific disciplines of this area to the graduation of Pedagogy from the State University of Londrina. This text is justified, mainly, by considering that Early Childhood Education is the first stage of the basic education of the child and needs to be better re-signified in the courses of teacher training, in this case, Degree in Pedagogy. There is still the need to analyze this process of initial training and if there is quality in the teacher training to work with children from the earliest age. The methodology proposed is of a qualitative nature, with a bibliographical study, analysis of the official documents and specific disciplines directed to the formation of teachers for Early Childhood Education, in order to perceive the contributions of the Pedagogical Course of the State University of Londrina, with a view content and content of their respective subjects. As a result, it is believed that the Pedagogy course, if well structured and organized as a curriculum of knowledge for teaching, research and extension, can effectively contribute in the initial educational process for a quality work with the education of the childhood.

Working With Immigrant Children and Families

2021 ◽  
pp. 181-202
Author(s):  
Hae Min Yu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Culturally Responsive ◽  
Education Leadership ◽  
Immigrant Children ◽  
Responsive Teaching ◽  
Children And Families ◽  
Childhood Education ◽  
Knowledge Framework ◽  
The U.S

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

No Simple Answer: Critique of the Follow Through Evaluation

1978 ◽  
Vol 48 (2) ◽  
pp. 128-160 ◽  
Author(s):  
Ernest House ◽  
Gene Glass ◽  
Leslie McLean ◽  
Decker Walker
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Head Start ◽  
First Year ◽  
Elementary Grades ◽  
Service Program ◽  
Childhood Education ◽  
Disadvantaged Children ◽  
Educational Experiment ◽  
The U.S

Follow Through has been the largest and most expensive federal educational experiment in this country's history. Conceived in 1967 as an extension of Head Start, Follow Through was designed as a service program to improve the schooling of disadvantaged children in the early elementary grades. Before it was under way,however, an expected $120 million appropriation was slashed to only $15 milion for the first year. A decision was then made by the U.S. Office of Education to convert the program into a planned variation experiment, which systematically would compare pupils enrolled in different models of early childhood education—the Follow Through models—to each other and to pupils from non-Follow Through classes.

Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey

2005 ◽  
Vol 20 (4) ◽  
pp. 451-464 ◽  
Author(s):  
Mary McMullen ◽  
James Elicker ◽  
Jianhong Wang ◽  
Zeynep Erdiller ◽  
Sun-Mi Lee ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education And Care ◽  
The U.S

Working With Immigrant Children and Families

2020 ◽  
pp. 305-326
Author(s):  
Hae Min Yu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Culturally Responsive ◽  
Education Leadership ◽  
Immigrant Children ◽  
Responsive Teaching ◽  
Children And Families ◽  
Childhood Education ◽  
Knowledge Framework ◽  
The U.S

This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.

scholarly journals ANALISIS PENGELOLAAN PERPUSTAKAAN JURUSAN PG PAUD DALAM RANGKA MENINGKATKAN EFEKTIFITAS PERPUSTAKAAN SEBAGAI SUMBER BELAJAR BAGI DOSEN DAN MAHASISWA PG PAUD – FIP UNJ

2009 ◽  
Vol 20 (XI) ◽  
pp. 19-24
Author(s):  
Sofia Hartati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Program ◽  
Professional Staff ◽  
Library Services ◽  
State University ◽  
Learning Resource ◽  
Childhood Education ◽  
Faculty Of Education ◽  
Early Childhood Education Program

The goals of this research were to get information and data on the management and implementation of library in Early Childhood Education Program, Faculty of Education, State University of Jakarta; to exploring the factors that supports the management of libraries in Early Childhood Education Program; and to improve the effectiveness of the library as a learning resource for lecturers and students in Department of Early Childhood Education. The research used descriptive qualitative research method. The results of research indicates that to improve management of the library and the effectiveness of as a learning resource for lecturers and students can get by providing good services to the user. The library services can be done well if supported by all elements of the library such as collections, facilities, professional staff, and awareness of users to use a library. Some improvement at managerial should be done. Thus, the library of Department can act more effectively as a source of learning for lecturers and students of Department of Early Childhood Education, Faculty of Education, State University of Jakarta.

scholarly journals Doing Anti-Homophobia and Anti-Heterosexism in Early Childhood Education: Moving beyond the Immobilising Impacts of ‘Risks’, ‘fears’ and ‘silences’. Can We Afford Not To?

2005 ◽  
Vol 6 (2) ◽  
pp. 175-188 ◽  
Author(s):  
Kerry Robinson
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Collaborative Research ◽  
Teacher Educator ◽  
Status Quo ◽  
Childhood Education ◽  
The Past ◽  
Powerful Means ◽  
The Status

This article explores the notion of ‘risk’ and the consequences of both ‘taking risks' or ‘not taking risks' in doing anti-homophobia (or anti-heterosexist) education within broader anti-bias and social justice agendas in early childhood education. Informed primarily by the author's collaborative research and experience as a teacher educator in cultural diversity and social justice issues over the past decade, this discussion focuses on the discursive and material barriers that reinforce negative readings of taking risks, within personal, institutional and societal contexts, in relation to doing anti-homophobia education with children as part of early childhood education curricula. The article explores ‘risk’ as a social construction, operating as a powerful means of societal control in order to maintain the status quo and dominant power relations that underpin societal inequalities, especially those related to the rigid binary heterosexual us/homosexual them. The question of whether early childhood educators can afford to ‘risk’ not doing anti-homophobia education as part of their anti-bias or social justice agendas becomes the pertinent issue explored in this article.

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