Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2016 ◽  
pp. 85-101
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning

2019 ◽  
Vol 17 (4) ◽  
pp. 376-391 ◽  
Author(s):  
Tracey Hooker
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Doctoral Study ◽  
Childhood Education ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

Portfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously used as the formative assessment tool for children’s learning. The findings demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they could support children to revisit their learning and become involved in their own formative assessment. This is described as recalling, reconnecting and restarting. Through participating in these processes, children become active contributors to their own learning journeys which is a significant factor of formative assessment.

scholarly journals A Transdisciplinary Approach to Equitable Teaching in Early Childhood Education

2019 ◽  
Vol 43 (1) ◽  
pp. 249-276 ◽  
Author(s):  
Mariana Souto-Manning ◽  
Beverly Falk ◽  
Dina López ◽  
Lívia Barros Cruz ◽  
Nancy Bradt ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Meta Analysis ◽  
Learning And Development ◽  
Transdisciplinary Approach ◽  
Children’S Learning ◽  
Seven Principles ◽  
History Of ◽  
And Linguistics ◽  
Children's Learning

In this review of research, we offer a meta-analysis of young children’s learning and development within and across psychology, education, and linguistics. Engaging with Soja’s concept of Thirdspace, we mapped young children’s learning and development transdisciplinarily, seeking to (re)conceptualize early childhood teaching in ways that are answerable to intersectionally minoritized children, families, and communities of color—those whose voices, values, perspectives, and knowledges have been historically and continue to be contemporarily marginalized. To do so, we identified seven principles with the potential to transform early childhood teaching practice. We posit that together these principles can shift the architecture of early childhood teaching, offering promising possibilities for fostering equity by allowing us to move toward emancipatory praxis and negotiate practical solutions to education’s long history of inequities and oppressions.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Ana Pickering
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Professional Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Montessori Education ◽  
Teaching Teams ◽  
Aotearoa New Zealand ◽  
Outcomes For Children ◽  
The Impact

<p>Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers.  Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.</p>

scholarly journals Learning through Play: An Interplay between Early Childhood Teachers' Beliefs and Practices in Aotearoa-New Zealand

2021 ◽  
Author(s):  
◽  
Matthew James
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
New Zealand ◽  
Ad Hoc ◽  
Case Study Research ◽  
Teacher Interviews ◽  
Beliefs And Practices ◽  
Children’S Learning ◽  
Learning Through Play ◽  
Children's Learning

<p>This study explores teacher conceptions of play and its relationship to children’s learning. It also explores how this influenced the role teachers took during play and the way they approached assessment. This case study research involved three teachers across three early childhood education centres in Wellington, New Zealand. Data drawn on included teacher interviews, observations, document, and field notes. Piaget’s (1973) and Vygotsky’s (1978) Constructivist theories of learning through play provided the theoretical framework informing both data collection and analysis. Findings suggested that teachers held various conceptions about how learning through play could be practiced and how children learn. These beliefs and assumptions were further influenced by an ad hoc range of contextual factors, including the children’s ages, differing centre philosophies and goals. Teachers revealed that the professional development they had been able to access concerning learning through play and assessment had been limited, largely relying on professional development provided by their own centre, discussions with their head teacher, peers, and their own initiative and understanding. This research suggests there is a need to provide ongoing professional development to assist teachers to engage with the place of learning in play-based activities; strategies to assess learning during play activities; and effective documentation. This might help teachers work through the complex and sometimes contradictory ideas about play and children’s learning they encountered and the inconsistencies there were at times between their espoused beliefs and practices.</p>

scholarly journals Breaking the Circle of One: Reflection in Montessori Early Childhood Centres in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Ana Pickering
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Professional Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Montessori Education ◽  
Teaching Teams ◽  
Aotearoa New Zealand ◽  
Outcomes For Children ◽  
The Impact

<p>Little is currently known about how teachers in New Zealand Montessori early childhood centres reflect on Montessori philosophy and practice individually and collaboratively within teaching teams. The purpose of this research was to discover the current views about reflection on Montessori philosophy, the barriers teachers faced in reflecting and opportunities they identified for reflection. The impact that requirements for self review and teacher reflection have had on the approach taken to reflection, inquiry and professional learning by teachers in Montessori early childhood centres was also investigated. This research study used a mixed method case study and data was collected from teachers working in Montessori early childhood centres through semistructured interviews with three groups and an online survey of individual teachers.  Participants placed high importance on reflection. However some participants were reluctant to critique Montessori philosophy; either because they viewed it as ‘valid’ or because they were concerned about being regarded as ‘heretical’ by other teachers. Participants felt safe raising questions within their teaching teams, but were more wary of debating and questioning philosophical issues with teachers in the wider Montessori community. Others regarded reflection as an opportunity to develop a shared understanding of Montessori philosophy and practice in their early childhood centre. Despite the participants’ perception that their team spent time reflecting on Montessori philosophy and relating this to daily teaching practice, it was still a challenge to make these reflective activities a priority in limited centre team meeting times. In addition, it appears that more support is needed to improve skills and knowledge about how the cyclical process of review or inquiry can engage with Montessori philosophy, inform centre philosophy, drive centre practice and improve outcomes for children. This study suggests that teachers would benefit from the creation of ‘safe spaces’ where they can engage with colleagues from their own or other Montessori early childhood centres in debate and discussion so that teaching practice becomes based on critical engagement with the underlying theoretical or philosophical principles of Montessori education.</p>

scholarly journals KETERLIBATAN ORANG TUA DALAM PEMBELAJARAN ANAK USIA DINI SELAMA BELAJAR DARI RUMAH DI MASA PANDEMI COVID-19

2020 ◽  
Vol 6 (2) ◽  
pp. 63-74
Author(s):  
Jane Gresia Akollo ◽  
Meike Elsa Toisuta
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Process ◽  
Children’S Learning ◽  
Parents And Children ◽  
Learning Development ◽  
Early Childhood Learning ◽  
Children's Learning ◽  
At Home

AbstrackIn children learning process that is conducted from home during the Covid-19 pandemic, parents must function as “teachers”.  As the 'teachers', parents must prepare themselves, starting from reading books, participating in webinars, following learning videos or videos of children's creativity activities in order to nourish their intellectuals with various information and knowledge.  This study employs a qualitative approach with a case study method on 10 parents (father or mother) who had early childhood (5-6 years) at PAUD Rafflesia Arnolis, Kayu Tiga, Soya Village Ambon City. The data were obtained through interviews and documentation. The result of this study reveal some foms of parental involvement namely there is a communication between parents and teacher, accompany and help children learn as well as privide learning facilities. In addition, there are several positive things created between parents and children, such as the closeness of parents and children, parents can follow and know about children's learning development and parents are enriched intellectually and creatively while being 'teachers' for children at home. The benefit of the research is that the parents realize how important it is for them to be involved in their childrens' learning process and recognize the forms of involvement. Thus, parents can improve the quality and intensity of their children's learning involvement at home during the Covid-19 pandemic.Keywords: parental involvement, early childhood, learning from home

scholarly journals Learning through Play: An Interplay between Early Childhood Teachers' Beliefs and Practices in Aotearoa-New Zealand

2021 ◽  
Author(s):  
◽  
Matthew James
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
New Zealand ◽  
Ad Hoc ◽  
Case Study Research ◽  
Teacher Interviews ◽  
Beliefs And Practices ◽  
Children’S Learning ◽  
Learning Through Play ◽  
Children's Learning

<p>This study explores teacher conceptions of play and its relationship to children’s learning. It also explores how this influenced the role teachers took during play and the way they approached assessment. This case study research involved three teachers across three early childhood education centres in Wellington, New Zealand. Data drawn on included teacher interviews, observations, document, and field notes. Piaget’s (1973) and Vygotsky’s (1978) Constructivist theories of learning through play provided the theoretical framework informing both data collection and analysis. Findings suggested that teachers held various conceptions about how learning through play could be practiced and how children learn. These beliefs and assumptions were further influenced by an ad hoc range of contextual factors, including the children’s ages, differing centre philosophies and goals. Teachers revealed that the professional development they had been able to access concerning learning through play and assessment had been limited, largely relying on professional development provided by their own centre, discussions with their head teacher, peers, and their own initiative and understanding. This research suggests there is a need to provide ongoing professional development to assist teachers to engage with the place of learning in play-based activities; strategies to assess learning during play activities; and effective documentation. This might help teachers work through the complex and sometimes contradictory ideas about play and children’s learning they encountered and the inconsistencies there were at times between their espoused beliefs and practices.</p>

Case Study of a New Zealand School’s Use and Development of a Parent Portal

2012 ◽  
pp. 199-211 ◽  
Author(s):  
Julie Lynch ◽  
Kerry Lee
Keyword(s):  
New Zealand ◽  
Learning Management Systems ◽  
Ministry Of Education ◽  
Community Learning ◽  
Children’S Learning ◽  
School Learning ◽  
Learning Management ◽  
Difficult Challenge ◽  
Children's Learning

Involving parents and the community in children’s learning has always been a difficult challenge. The New Zealand Ministry of Education has identified the value of this involvement and has directed schools to develop links with parents and the community. Learning Management Systems are seen as a way where this can be effectively achieved. This chapter will provide a case study of one of the first schools in New Zealand to take up the challenge of linking with parents by utilising their school learning management system. Examples will be used to provide evidence of the ways the school utilised their parent portal to enable parent and community interaction to assist with children’s learning.

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