Leadership for Teaching and Learning Practice

2020 ◽  
pp. 247-268
Author(s):  
Kimberly Wilson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Best Practices ◽  
Student Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Leadership Model ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Managerial Roles

Qualitative and quantitative research provide evidence that leadership can impact student learning and outcomes; however, research examining leadership models in early childhood education settings is scant and in its infancy. One promising leadership model that aligns seemingly naturally with the underpinnings and core constructs in early childhood education is that of pedagogical leadership. Pedagogical leaders shift the focus from administrative/managerial roles to those essential in supporting and focusing on teaching and learning. This chapter explores leadership in educational settings and, specifically, early childhood education. It also defines pedagogical leadership, provides information regarding key constructs within pedagogical leadership, and concludes with best practices for effective pedagogical leaders within an early childhood setting.

scholarly journals Stories and Storytelling for Moral Education: Kindergarten Teachers’ Best Practices

2020 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Maila D.H. Rahiem ◽  
Nur Surayyah Madhubala Abdullah ◽  
Husni Rahim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Best Practices ◽  
Moral Development ◽  
Moral Education ◽  
Teaching And Learning ◽  
Kindergarten Teachers ◽  
Childhood Education ◽  
Narrative Method

Habituation is the most common used form of moral education in early childhood education in Indonesia. However, this method has been found to be insufficient in contributing fully to young children’s moral development. An alternative method currently being promoted is the narrative method which involves the use of stories and storytelling. These two techniques provide children with justification to do good deeds and allow them to be critical of their actions. This research examined the best practices of teachers in the use of narrative method for the Moral Education of young children. Best practices show how we can use them to improve the teaching of Moral Education among young children and can serve as useful alternative to habituation. The findings revealed that there are five ways in which the kindergarten use stories and storytelling in teaching and learning moral education for young children, namely: to repeat the story; to include clear example; to explain the story; to dramatize the story; and to modify the story. 

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

scholarly journals Professionalism Enhancement of Ece Tutors Through K13 Learning Devices Production Training In Cibitung Tengah Village, Bogor Regency

2019 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Yenina Akmal ◽  
Hikmah Hikmah ◽  
Ika Subekti ◽  
Ichtineza Halida Hardono
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Moral Concept ◽  
Childhood Education ◽  
Average Education ◽  
Faculty Of Education ◽  
Interest And Motivation

<p><em>Abstract</em><strong> - The presence of Early Childhood Education (ECE) tutor in Cibitung Tengah Village Tenjolaya District Bogor Regency is really needed for early childhood in order to become a guide in the ECE institutions. The problem occurred is that the average education level of ECE tutor is diverse, from Middle School, High School, Associate Degree, and Bachelor Degree. In this condition, we can say that those ECE tutors had not had the knowledge and insight about the ECE, namely the 2013 Curriculum, the ECE concept, and the learning devices. Training, along with the research about the role of those training itself, are need to be done in order to answer this question for increasing the knowledge and insight of ECE tutor using action research method. The results showed the enhancement of conducted training, including the enhancement of interest and motivation to develop their knowledge and insight about the ECE. Extended with the existence of WhatsApp group as a platform for communication between ECE tutors and UNJ researchers in the efforts to enhance the professionalism of ECE tutors, in the context of mentoring, ECE Tutors in the Cibitung Tengah, Tenjolaya Village were also involved in the learning devices production training in order to apply the religious moral concept to the ECE in the teaching and learning process at the UNJ and also to observe Ceria Daycare of the Department of ECE, Faculty of Education, UNJ.</strong></p><p><strong>Keyword - </strong>Early Childhood Education (ECE), 2013 Curriculum, Learning Devices</p>

scholarly journals Implementasi Pengembangan Karakter Keagamaan dan Potensi Kecerdasan Anak Usia Dini (Studi Kasus di PAUD Ceria dan Tamasha Valaq Pangkalpinang)

2015 ◽  
Vol 4 (2) ◽  
pp. 175
Author(s):  
Soleha Soleha ◽  
Adian Husaini ◽  
Endin Mujahidin ◽  
Didin Saefuddin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Educational Process ◽  
Childhood Education ◽  
Learning Plan ◽  
Potential Development ◽  
Annual Activity ◽  
The Difference ◽  
The Impact

<p>The existence of Early Childhood Education (PAUD) is immensely needed in the midst of our society. Still, there are many PAUD wich is not conduct yet their development process as required by mandate. Their existence are rarely concern and prioritize the quality of their institution, but quantity. Consequently, there are many PAUD which still have not conducted their learning process accordance with regulation, that is Permendiknas No. 58 year 2009 on standard of Early Childhood Education (PAUD). This research focused on the problem of implementation of early childhood religious character and its intelligence potentials, especially in PAUD Ceria dan Tamasha Valaq. Through its development the research tried to see the growth of religious and moral values, while the intelleigence was saw through physical, cognitive, language and socio-emotional potential.On the other side, the educational process was conducted using learn and play, exemplary, and internalization method apllied to the learners/kids. The research used a descriptive approach that tried to revealed phenomenon holistically and contextually by colleting data. The Early Childhood Education (PAUD) where this reasearh conducted is PAUD Ceria dan Tamasha Valaq in Pangkalpinang. Source of data is derived from Pangkal Pinang national department of education, Kindergarden Teacher Association (IGRA), Association of Indonesian Early Childhood Education (HIMPAUDI) Province Pangkalpinang, PAUD�s manager, teachers, representation of learners and their parents. Analyses method used by this research is qualitative method which used to find implementation of religious character intelligence potentials development in both of PAUD. The result showed that the process of learning conducted by both of PAUD already meet the standard of Early Childhood Education. Eventhough, each of PAUD have itself differencies. Implementation of religious character and intelligence potential development in their curriculum is adjusted with each institution due to absence of standard of curriculum. Learning plan areconsist of arranging annual activity plan, semester activity plan, weekly activity plan, and daily activity plan. According to the percentage of survey result, the impact of religious character development in both of PAUD is realy high. Significant average of every akhlak and its indicators is more than 50%. It proved that habituation and exemplary learning for early childhood are more effective.Result of intelligence potential development are vary due to the difference of aptitude and creativity of every child. From this research, researcher suggest the using of CTL (Contextual Teaching and Learning). It is suggested to make the teachers become more creative in developing the process of learning. As for developing intelligence potentials use the thematic development model systematically and holistically.</p><p>Keywords: Anak usia dini, karakter keagamaan, potensi kecerdasan</p>

scholarly journals Formação de professores/educadores para o ensino e a aprendizagem das capacidades espaciais na educação infantilTeachers’ training in space capacities for teaching and learning in early childhood education

2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Regina Maria Pavanello ◽  
Leila Pessôa Da Costa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Childhood Education ◽  
Teachers Training

Apresenta a metodologia empreendida em projeto de pesquisa desenvolvido pelo GEPEME/UEM - Grupo de Estudos e Pesquisa em Educação Matemática Escolar da Universidade Estadual de Maringá, cujo objetivo foi o de investigar se a participação em um projeto de produção de material para o ensino e aprendizagens da geometria, em especial o relativo às capacidades espaciais, direcionado aos seus alunos a Educação Infantil proporcionaria o espaço adequado para um processo de formação na docência das professoras/educadoras nele envolvidas a partir do que elas sabem e de como desenvolvem esse ensino. Considera sua importância a partir do estabelecido na LDB 9394/96 de que esta é a primeira etapa da Educação Básica atendendo crianças - de zero a três anos na creche e de quatro e cinco anos na pré-escola - e ainda, o fato de atualmente haver poucas indicações, para essa faixa etária, tanto metodológica como de material didático, para o desenvolvimento das capacidades espaciais, com foco nos campos de experiências estabelecidos na BNCC de forma interdisciplinar.

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