Early Child Development

2020 ◽  
pp. 181-196
Author(s):  
Hatice Bekir
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Social Development ◽  
Personality Traits ◽  
Developmental Period ◽  
Early Child Development ◽  
Value Judgments ◽  
Early Child ◽  
And Gender ◽  
The Individual

Early childhood is a period that is associated with the development process of children. It was determined that physical, motor, cognitive, language, emotional and social development, which was created in accordance with the characteristics of the developmental period of children in the early childhood, did not change much direction in later ages, the improvement in the same direction was higher. In the early childhood, children begin to learn the rules of society limited to their own environment. They understand language and show great development. Socialization and gender awareness begin to form. The researches revealed that behaviors and attitudes gained during this period shape the habits, attitudes, beliefs, value judgments and personality traits of the individual when they are adults. In this section, the changes in physical, motor, cognitive, language, emotional-social development of the first childhood are examined.

The Upbringing of Man

2020 ◽  
pp. 41-77
Author(s):  
Andy Byford
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Social Reproduction ◽  
Scientific Study ◽  
Early Child Development ◽  
Culturally Specific ◽  
Early Child ◽  
The Core ◽  
Nature And Nurture ◽  
Specific Concept

The chapter begins by discussing the culturally specific concept of vospitanie (‘upbringing’), which is placed in the context of the dialectics of ‘nature’ and ‘nurture’ and related to problems of social reproduction confronting the Russian educated strata in conditions of the empire’s modernization following the 1860s’ Great Reforms of Alexander II. In particular, the chapter examines the turning of vospitanie into a domain of knowledge, looking at the various constructions of a ‘science of upbringing’ (nauka o vospitanii). The latter was expected to be rooted in physiology and psychology, but in practice took on a number of different forms in the period between the 1860s and the 1900s. The core of this chapter focuses on the mobilization of parents from Russia’s educated classes into the scientific study of early child development. The chapter discusses: the construction of the figure of a pseudo-professional ‘mother-educator’ (mat′-vospitatel′nitsa) as a target of expert discourse; the rise of parents’ circles as frameworks for constituting new forms of expertise in child development that targeted the educated classes; the fostering in Russia of parent diaries as a method and genre for studying the earliest stages of child development; and finally, the attempt by the neuropsychiatrist Vladimir Bekhterev in the 1900s–1910s to transpose the study of early childhood from the unreliable hands of ‘subjective’ parents to the ‘objective’ setting of a lab-nursery at his Pedology Institute.

Inequality in early childhood: risk and protective factors for early child development

The Lancet ◽  
2011 ◽  
Vol 378 (9799) ◽  
pp. 1325-1338 ◽  
Author(s):  
Susan P Walker ◽  
Theodore D Wachs ◽  
Sally Grantham-McGregor ◽  
Maureen M Black ◽  
Charles A Nelson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Protective Factors ◽  
Risk And Protective Factors ◽  
Early Child Development ◽  
Early Child

scholarly journals Teacher Knowledge in Early Childhood Gender Education

2019 ◽  
Vol 13 (2) ◽  
pp. 327-340
Author(s):  
Roudlotul Islamiyah ◽  
Suparno
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Teacher Knowledge ◽  
Early Years ◽  
Early Childhood Teacher ◽  
Early Child Development ◽  
Early Child ◽  
Childhood Education ◽  
Gender Education

The industrial development era 4.0, many threats lurk children in the form of bad influence through books, videos, or other media and become a challenge for parents and teachers. Gender education and the introduction of personal identity are important given early on. This study aims to determine the effect of teacher knowledge on the implementation of gender education in early childhood. This research uses quantitative survey research methods with a simple linear regression design for data analysis. The respondents were 34 early childhood education teachers. The results show the data with the conclusion that the calculated value> t table and p-value (sig) of 0.001 (<0.05) which means that there is a significant influence on teacher knowledge about early childhood gender education. Research suggests about how to improve gender education in early childhood education and create learning modules for early childhood teacher guidance. Keywords: Early gender education, Teacher knowledge about gender education References: Adoniou, M. (2015). Teacher knowledge: a complex tapestry. Asia-Pacific Journal of Teacher Education, 43(2), 99–116. https://doi.org/10.1080/1359866X.2014.932330 Awaji M, A. K. (2016). Analysis of workrelated injuries among health care workers in armed forces hospi-tal southern region, kingdom of saudi arabia. Br J Med Med Res., 15(4). Azwar, S. (2010). Sikap Manusia: Teori dan Pengukurannya Edisi 2. Yogyakarta: Pustaka Pelajar. Chapman, R. (2016). A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children’s play. Early Child Development and Care, 186(8), 1271–1284. https://doi.org/10.1080/03004430.2015.1089435 Cherney, I. D., & Dempsey, J. (2010). Young children’s classification, stereotyping and play behaviour for gender neutral and ambiguous toys. Educational Psychology, 30(6), 651–669. https://doi.org/10.1080/01443410.2010.498416 Filipović, K. (2018). Gender Representation in Children’s Books: Case of an Early Childhood Setting. Journal of Research in Childhood Education, 32(3), 310–325. https://doi.org/10.1080/02568543.2018.1464086 Francis, B. (2010). Gender, toys and learning. Oxford Review of Education, 36(3), 325–344. https://doi.org/10.1080/03054981003732278 Frödén, S. (2019). Situated decoding of gender in a Swedish preschool practice. Ethnography and Education, 14(2), 121–135. https://doi.org/10.1080/17457823.2017.1422135 Ghozali, I. (2011). Aplikasi Analisis Mulivariante dengan Program IBM SPSS 19 Edisi 5. Semarang: Badan Penerbit Universitas Diponegoro. Huggins, V. (2014). Education 3-13 : International Journal of Primary , Elementary and Early Years Education Children at play : Learning gender in the early years. gray2011.p(November). https://doi.org/10.1080/03004279.2011.644316 La Paro, K. M., Van Schagen, A., King, E., & Lippard, C. (2018). A Systems Perspective on Practicum Experiences in Early Childhood Teacher Education: Focus on Interprofessional Relationships. Early Childhood Education Journal, 46(4), 365–375. https://doi.org/10.1007/s10643-017-0872-8 Lynch, M. (2015). Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care, 185(5), 679–693. https://doi.org/10.1080/03004430.2014.950260 Meland, A. T., & Kaltvedt, E. H. (2019). Tracking gender in kindergarten. Early Child Development and Care, 189(1), 94–103. https://doi.org/10.1080/03004430.2017.1302945 Muasya, J., & Kazungu, T. (2018). ‘The unfinished business’: Exploring teachers’ views on gender and pedagogical practices in public preschools in Nairobi county, Kenya. African Educational Research Journal, 6(1), 10–19. https://doi.org/10.30918/aerj.61.18.007 Notoatmodjo, S. (2014). Ilmu Perilaku Kesehatan. Jakarta: Rineka Cipta. Nursalam. (2014). Manajemen Keperawatan: Aplikasi Dalam Praktik Keperawatan Profesional. Jakarta: Salemba Medika. Papalia, D. E., & Duskin, R. (2015). Perkembangan Manusia. Jakarta: Salemba Humanika. Salawati, L., Herry, N., & Putra, A. (2014). Analisis Tindakan Keselamatan Dan Kesehatan Kerja Perawat Dalam Pengendalian Infeksi Nosokomial Di Ruang ICU RSUD DR. Zainoel Abidin Banda Aceh. 14(3). Solehudin, M. (2018). Peran Guru Pai Dalam Mengembangkan Kecerdasan Emosional (EQ) Dan Kecer-dasan Spiritual (SQ) Siswa Smk Komputama Majenang. Jurnal Tawadhu, 1(3). Sulastri, S., & Ahmad Tarmizi, A. T. (2017). Peran Orang Tua Dalam Pendidikan Anak Usia Dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 61–80. https://doi.org/10.19109/ra.v1i1.1526 Suyadi. (2014). Teori pembelajaran anak usia dini, dalam kajian neourons. Bandung: PT Remaja Rosdakarya. Vanner, C. (2019). Examining gender safety in schools: Teacher agency and resistance in two primary schools in kirinyaga, kenya. Education Sciences, 9(1). https://doi.org/10.3390/educsci9010063 Warin, J., & Adriany, V. (2017). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375–386. https://doi.org/10.1080/09589236.2015.1105738 Wingrave, M. (2018). Perceptions of gender in early years. Gender and Education, 30(5), 587–606. https://doi.org/10.1080/09540253.2016.1258457 Wu, Y. P., Wu, J. F., Chen, Y. M., Han, L., Han, P. G., Wang, P., & Gao, F. (2015). Shyness and School Adjustment Among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher–Child Relationship. Early Education and Development, 26(2), 149–166. https://doi.org/10.1080/10409289.2015.970503 Zhukovskyi, V., & Kostiuk, O. (2015). Stages Of Gender Education In Canadian Secondary Schools. Comparative Professional Pedagogy, 5(2), 31–38. https://doi.org/10.1515/rpp-2015-0037

Perceived Knowledge of Early Child Development Among New and Expecting Fathers

2009 ◽  
Author(s):  
Heather A. Keefe ◽  
Sharnail D. Bazemore ◽  
Kate Farr ◽  
James F. Paulson
Keyword(s):  
Child Development ◽  
Early Child Development ◽  
Perceived Knowledge ◽  
Early Child

scholarly journals A holistic approach to promoting early child development: a cluster randomised trial of a group-based, multicomponent intervention in rural Bangladesh

2021 ◽  
Vol 6 (3) ◽  
pp. e004307
Author(s):  
Helen O Pitchik ◽  
Fahmida Tofail ◽  
Mahbubur Rahman ◽  
Fahmida Akter ◽  
Jesmin Sultana ◽  
...  
Keyword(s):  
Mental Health ◽  
Child Development ◽  
Dietary Diversity ◽  
Primary Caregivers ◽  
Secondary Outcome ◽  
Early Child Development ◽  
Early Child ◽  
Rural Bangladesh ◽  
Cluster Randomised ◽  
Adjusted Means

IntroductionIn low- and middle-income countries, children experience multiple risks for delayed development. We evaluated a multicomponent, group-based early child development intervention including behavioural recommendations on responsive stimulation, nutrition, water, sanitation, hygiene, mental health and lead exposure prevention.MethodsWe conducted a 9-month, parallel, multiarm, cluster-randomised controlled trial in 31 rural villages in Kishoreganj District, Bangladesh. Villages were randomly allocated to: group sessions (‘group’); alternating groups and home visits (‘combined’); or a passive control arm. Sessions were delivered fortnightly by trained community members. The primary outcome was child stimulation (Family Care Indicators); the secondary outcome was child development (Ages and Stages Questionnaire Inventory, ASQi). Other outcomes included dietary diversity, latrine status, use of a child potty, handwashing infrastructure, caregiver mental health and knowledge of lead. Analyses were intention to treat. Data collectors were independent from implementers.ResultsIn July–August 2017, 621 pregnant women and primary caregivers of children<15 months were enrolled (group n=160, combined n=160, control n=301). At endline, immediately following intervention completion (July–August 2018), 574 participants were assessed (group n=144, combined n=149, control n=281). Primary caregivers in both intervention arms participated in more play activities than control caregivers (age-adjusted means: group 4.22, 95% CI 3.97 to 4.47; combined 4.77, 4.60 to 4.96; control 3.24, 3.05 to 3.39), and provided a larger variety of play materials (age-adjusted means: group 3.63, 3.31 to 3.96; combined 3.81, 3.62 to 3.99; control 2.48, 2.34 to 2.59). Compared with the control arm, children in the group arm had higher total ASQi scores (adjusted mean difference in standardised scores: 0.39, 0.15 to 0.64), while in the combined arm scores were not significantly different from the control (0.25, –0.07 to 0.54).ConclusionOur findings suggest that group-based, multicomponent interventions can be effective at improving child development outcomes in rural Bangladesh, and that they have the potential to be delivered at scale.Trial registration numberThe trial is registered in ISRCTN (ISRCTN16001234).

scholarly journals Nutritional Status of Children 24–60 Months Attending Early Child Development Centres in a Semi-Rural Community in South Africa

2020 ◽  
Vol 18 (1) ◽  
pp. 261
Author(s):  
Onwaba Makanjana ◽  
Ashika Naicker
Keyword(s):  
South Africa ◽  
Child Development ◽  
Nutritional Status ◽  
Energy Intake ◽  
Vegetable Consumption ◽  
Childhood Development ◽  
Early Child Development ◽  
Serum Retinol ◽  
Early Child ◽  
Nutritional Status Of Children

Despite the numerous efforts to improve the nutritional status of children, a high prevalence of malnutrition still exists in South Africa. This study aimed to determine the nutritional status of children attending Early Child Development centres in South Africa. In this baseline study, we randomly selected two Early Child Development centres comprising 116 children aged 24–60 months, separated into two cohorts, of 24–47 months and 48–60 months. Dietary intake was measured through the 24 hDR and analysed using Food Finder software. The food frequency questionnaire was used to calculate the food variety and food group diversity scores. Anthropometric measurements were taken and the WHO Anthro software was used to convert it to nutritional data indices. Blood samples were collected through dried blood spot cards in order to determine serum retinol and haemoglobin levels and they were assessed using WHO indicators. The findings showed that participants between 24 and 47 months had a high mean energy intake (4906.2 kJ and 4997.9 kJ for girls and boys, respectively). For the 48–60 months age group, energy intake was lower than the EER (5936.4 kJ and 5621.2 kJ; p = 0.038). There was low fruit and vegetable consumption (24–47 months; 63.8 g and 69.5 g (p = 0.037), 48–60 months; 68.3 g and 74.4 g (p = 0.038) and the top five foods consumed were carbohydrate rich foods for girls and boys, respectively. Stunting was noted in 7% and 20% (48–60 months) (p = 0.012) and overweight in 8% and 17% (24–47 months) and 17% and 13% (48–60 months) (p = 0.041) in girls and boys, respectively. Low serum retinol levels (<0.070 µmol/L) were found in 9.1% of boys (24–47 months), and 8% and 7.4% of girls and boys (48–60 months), respectively. Low haemoglobin levels (<11.0 g/dL) were found in 50.0% and 30.4% (24–47 months) and 8.6% and 39.3% (48–60 months) of girls and boys, respectively. Malnutrition, despite many national and provincial initiatives, still exists in Early Childhood Development centres in South Africa, calling for the application of contextualized nutrition interventions to suit resource-poor settings.

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