scholarly journals Professionals as Collaborative Mentors in Early Childhood Family Education

2021 ◽  
Vol 13 (19) ◽  
pp. 10644
Author(s):  
Sylvia Liu ◽  
Barry Lee Reynolds ◽  
Xuan Van Ha ◽  
Chen Ding
Keyword(s):  
Early Childhood ◽  
Qualitative Data ◽  
Family Education ◽  
Positive Outcomes ◽  
Team Members ◽  
Childhood Education ◽  
Education Professional ◽  
Chinese Parents ◽  
Hands On ◽  
Northern City

Early childhood education (ECE) in China has become complex and multi-dimensional. Chinese parents/caregivers are actively involved in ECE. This qualitative study provides insights into how three ECE-related professionals, namely, a family education professional, an ECE enrichment teacher, and a founder/administrator of an ECE centre, worked collaboratively in a transdisciplinary early childhood family education (ECFE) program in a northern city of China. Qualitative data was collected via three rounds of interviews with each of the three ECE professionals and several sources of documents. The findings are generally in line with existing literature regarding the factors that influence effective transdisciplinary collaboration among ECFE team members. The ECE professionals claimed the program was a success was due to their willingness to become ergonomists, daily collaborative practice with team members, interaction with both the caregivers and their children, and non-judgmental sharing among colleagues. These positive outcomes occurred due to the continued support and instruction from other ECFE team members, especially when applying approaches outside one’s respective fields. The findings illuminate several insights relating to ECFE and offer several implications regarding hands-on practices for effective ECFE.

scholarly journals THE IMPLEMENTATION OF HUMAN FREEDOM THEORY IN EARLY EDUCATION

2021 ◽  
Vol 3 (1) ◽  
pp. 60
Author(s):  
Zainal Fadri
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Early Childhood Education ◽  
Primary Schools ◽  
Qualitative Data ◽  
Further Education ◽  
Human Freedom ◽  
Human Being ◽  
Childhood Education ◽  
Holistic Manner

Early childhood education is now an obligation to prepare children for further education. Education in primary schools has levels that must be taken first with the aim that the child is ready to attend lessons first, such as education in kindergarten and early childhood education. This study aims to look at human freedom in undergoing early childhood education and the values contained in education. The theory of freedom is used to examine the harmony between the spirit of preparing for education with the pure value of human freedom, so that it can be said that early childhood education is a freedom. The method used in this research is descriptive qualitative. Data analysis was carried out in a holistic manner to achieve an exploration of the theory of freedom contained in early childhood education. The results of this study prove that early childhood education can be said that the implementation of freedom will support the true free human being, that is, free from ignorance and backwardness.

scholarly journals EVALUASI HASIL AKREDITASI LEMBAGA PAUD SE-KOTA DEPOK

2019 ◽  
Vol 1 (2) ◽  
pp. 16-28
Author(s):  
Renti Oktaria ◽  
Lukman Hamid ◽  
Yuningsih Yuningsih ◽  
Suparti Suparti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Analysis ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Research Approach ◽  
Land Area ◽  
Childhood Education ◽  
Analysis Methods ◽  
Accredited Institutions

The objectives to be achieved in this study are to analyze (1) descriptive results of accreditation throughout Depok's early childhood education centers in 2018; (2) the results of the distribution of accreditation throughout Depok's early childhood education centers in 11 districts; (3) the results of accreditation based on the length of the school's establishment, land area, and accreditation experience in each kindergarten program. This study uses a mix method research approach with critical analysis methods and library methods, so as to present quantitative data simply and describe it in qualitative data. The findings are as follows: (1) The number of accredited institutions is still dominated by early childhood education centers with TK programs, namely 97 institutions out of 186 institutions that participate in accreditation or as much as 52% of the total early childhood education centers that participate in accreditation; (2) There is an inequality in the number of accredited institutions in 11 districts in Depok; and (3) High and low accreditation scores do not always relate to the length of standing, land area and experience of institutions in implementing accreditation.

Play and Learning in Early Childhood Education

2018 ◽  
pp. 147-163 ◽  
Author(s):  
Dalila Maria Lino ◽  
Cristina Parente
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Free Play ◽  
Reggio Emilia ◽  
Early Years ◽  
Learning And Development ◽  
Childhood Education ◽  
Hands On ◽  
Learning Through Play

The key role of toys and play in early years education has been highlighted by several childhood pedagogues such as Froebel, Montessori, Weikart, and Malaguzzi, among many others. It is consensual among the international educational community that children now spend far more time being instructed and tested in literacy and math than they do learning through play and exploration exercising their bodies and using their imagination. This chapter aims to reflect on the power of play for children's learning and development and to analyze how three pedagogical models—the High Scope, Reggio Emilia, and Montessori—integrate play through their curriculum development. The chapter is organized in several topics, namely (1) the role of play in early childhood education (0 to 6 years); (2) the High Scope curriculum and opportunities given to children to engage in free play and play with purposes; (3) the Reggio Emilia approach: play through 100 languages; (4) the Montessori method, from hands-on activity and self-directed activity to collaborative play; (5) final remarks.

scholarly journals ‘They Get Fed up with Playing’: Parents' Views on Play-Based Learning in the Preparatory Year

2012 ◽  
Vol 13 (4) ◽  
pp. 266-275 ◽  
Author(s):  
Lyndal O'Gorman ◽  
Jo Ailwood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Small Group ◽  
Academic Progress ◽  
Childhood Education ◽  
Strong Focus ◽  
Hands On ◽  
Parental Opinion ◽  
Preparatory Year

Within early childhood education two ideas are firmly held: that play is the best way for children to learn, and that parents are partners in the child's learning. While these ideas have been explored, limited research to date has investigated the confluence of the two — how parents of young children view the concept of play. This article investigates parents' views on play by analysing the views of a small group of parents of Preparatory Year (Prep) children in Queensland, Australia. The parents in this study held varying definitions of what constitutes play, and complex and contradictory notions of its value. Positive views of play were linked to learning without knowing it, engaging in hands-on activities, and preparation for Year One through a strong focus on academic progress. Some parents held that Prep was play-based, while others did not. The complexities and diversity of parental opinion in this study echo the ongoing commentary about how play ought to be defined. Moreover, the notion that adults may interpret play in different ways is also reflected here. The authors suggest that for early childhood educators these complexities require an ongoing engagement, debate, and reconceptualisation of the place of play in light of broader curricular and sociopolitical agendas.

scholarly journals Urgensi Manajemen Pendidik Lembaga Pendidikan Anak

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ahmad Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Quality ◽  
Education Teacher ◽  
Childhood Education ◽  
Teacher Qualification ◽  
Education Professional ◽  
Professional Teacher

<p><em>Early childhood education has been developing in Indonesia. It needs professional teacher to accomplish the stated goals. To make professional teacher of early childhood education absolutely needs management. In this paper, writer would present the early childhood education teacher management especially in private early childhood education due to it has many problems. Management of teacher in early childhood education is started from identification of teacher qualification and quantity, developing and enrichment the teacher quality by make clear status of teacher, also increasing the teacher revenue/fee. Moreover the leader of early childhood education should manage retiring of the teacher. Writer believes that many steps above could develop quality of early childhood education.                </em></p><p><strong><em>Keywords</em></strong><em>: Management, early childhood education, professional teacher, </em></p>

scholarly journals What I learned from the Ypsilanti Perry Preschool Project: A teacher’s reflections

2016 ◽  
Vol 7 (1) ◽  
pp. 93-106
Author(s):  
Louise Derman-Sparks
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Positive Outcomes ◽  
Childhood Education ◽  
Educational Foundation ◽  
New Thinking ◽  
The Usa ◽  
The 1960S

Abstract This article, written by one of the teachers in the Ypsilanti Perry Preschool Project (1962-1967), critically examines the prevailing narrative about the preschool project’s relationship to the High/Scope Educational Foundation. It describes what the author and other teachers actually did, the principles that informed their practice, and challenges the prevailing myth that the Perry Preschool used the High/ Scope Educational Foundation curriculum. It also discusses what the High/Scope Longitudinal Study did not research about the program, families, and children in the Ypsilanti Perry Preschool and examines possible factors, beyond the curriculum, which effected its positive outcomes. The Perry Preschool Project occurred during the years of the 1960s Civil Rights Movement in the USA, and reflected prevailing ideologies and educational philosophies, some of which were in contention with each other. By bringing the Teachers’ voices to the prevailing discussion, which, to date, is dominated by the Project administrators’ perspective, the article seeks to open up new thinking about the lessons of the Ypsilanti Perry Preschool Project for both early childhood education pedagogy and research.

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