scholarly journals Knowledge of Child Abuse among Trainee Teachers and Teachers in Service in Spain

2020 ◽  
Vol 12 (19) ◽  
pp. 8040
Author(s):  
Vanesa Sainz ◽  
Marta González-Sánchez ◽  
Cristina Ruiz-Alberdi
Keyword(s):  
Early Childhood ◽  
Child Abuse ◽  
Average Score ◽  
Trainee Teachers ◽  
Know How ◽  
Childhood Education ◽  
Improvement Measures ◽  
Level Of Knowledge ◽  
The Relationship ◽  
Previous Training

The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures.

scholarly journals Penerapan Psikologi Arsitektur pada Fasilitas Pendidikan Anak Usia Dini dan Sekolah Dasar di Kota Surakarta

Arsitektura ◽  
2017 ◽  
Vol 15 (2) ◽  
pp. 476
Author(s):  
Tri Suci Hidayati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Built Environment ◽  
Human Behavior ◽  
Field Of Study ◽  
Know How ◽  
Childhood Education ◽  
The Relationship ◽  
Elementary Building

<p><em>Psychological architecture is a field of study that studies the relationship between built environment and human behavior, which mutually affect one another. The built environment and human behavior, especially in early childhood, will be closely related because in this period, children have not been able to develop their own potential, so that the environment will greatly affect the development of children’s potential. This study aims to know how the psychology of architecture applied in the Preschool and Elementary building. The application of psychological architecture in this building is done through the design in accordance with the children’s characteristics, by connecting the characteristics and theories of psychological architecture. The result of application can be seen in users, activities, site, space, and building mass.</em></p><p><em> </em></p><p><strong><em>Keywords</em></strong><em>: </em><em>psychological architecture</em><em>, early childhood education, surakarta</em><em></em></p>

Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen

2019 ◽  
Vol 16 (3) ◽  
pp. 417-428
Author(s):  
Özgün Ünver ◽  
Ides Nicaise
Keyword(s):  
Early Childhood ◽  
Maternal Employment ◽  
Domain Specificity ◽  
Specific Context ◽  
Childhood Education ◽  
Parents And Children ◽  
Education And Care ◽  
The Relationship ◽  
The Town

This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

scholarly journals The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Author(s):  
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales
Keyword(s):  
Early Childhood ◽  
Bachelor's Degree ◽  
Digital Culture ◽  
Future Teachers ◽  
Economic Dimension ◽  
Primary School Teachers ◽  
Trainee Teachers ◽  
Childhood Education ◽  
Bachelor's Degrees ◽  
The University

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

Early Childhood Education and Child Care in Arizona : Is Availability Alone Sufficient?

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Kathryn Chapman ◽  
◽  
Margarita Pivovarova ◽  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Value Of Information ◽  
Household Level ◽  
Childhood Education ◽  
Quality Rating ◽  
The Relationship ◽  
Do So

With many states increasingly adopting Quality Rating and Improvement Systems (QRIS) to rate their early childhood education (ECE) and child care programs, researchers question the use of these systems. Specifically, they are trying to understand the value of information provided by QRIS ratings and the implications QRIS ratings have on the quality of and access to ECE and child care programs for families. In this study, we attempt to understand the value of QRIS ratings when they are provided for families at the household level. To do so we take a close look at the relationship between availability of programs rated by the Quality Improvement and Rating System (QIRS) in Arizona and demographics of the communities they serve, and compare the utilization of the programs in communities with varying demographic compositions. While we find that more high-quality ECE and child care programs are available for children that are Hispanic, Black, and eligible for free and reduced-price lunch, we also find that families underutilized those programs. We argue that this underutilization might be due to a variety of barriers that the families are experiencing and believe that efforts should be directed to work with families and assist them in understanding their enrollment options.

Sign in / Sign up

Export Citation Format

Share Document