Learning Environments About Colombian Legends as a Didactic Strategy

This chapter presents a proposal for a didactic intervention in physical education for early childhood education in a learning environment created from the Colombian legends. The purpose is to contribute to the cognitive, motor, perceptual, social, and emotional development and a progress in the knowledge of their own culture. Throughout it, the objectives of the didactic proposal, the methodological strategies, the material resources, the clusters, the environments, as well as the evaluation will be exposed.

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Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽

10.3390/nu12010229 ◽

2020 ◽

Vol 12 (1) ◽

pp. 229

Author(s):

Ruth Wallace ◽

Karen Lombardi ◽

Charlotte De Backer ◽

Leesa Costello ◽

Amanda Devine

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Emotional Development ◽

Food Sharing ◽

Social And Emotional Development ◽

Childhood Education ◽

Social And Emotional ◽

Care Services ◽

Education And Care ◽

Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

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PENGARUH PENDIDIKAN ANAK USIA DINI TERHADAP PERKEMBANGAN KONDISI SOSIAL-EMOSI ANAK USIA PRASEKOLAH

Jurnal Cakrawala Promkes ◽

10.12928/promkes.v2i1.1775 ◽

2020 ◽

Vol 2 (1) ◽

pp. 36

Author(s):

Asmarita Asmarita ◽

Abdurrahman Hamid ◽

Agnita Utami

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Emotional Development ◽

Sampling Technique ◽

P Value ◽

Social And Emotional Development ◽

Cross Sectional ◽

Childhood Education ◽

Social And Emotional ◽

Value Of Children

The social and emotional development of young children is affected by many stimulating factors, and one of those factors is early childhood education. However, not all pre-school children have the opportunity to attend early childhood education. This study was aimed at comparing children’s social and emotional development of those who attend and do not attend early childhood education. This comparative study was carried out using a cross-sectional approach among 72 participants divided into 2 groups: 36 participants who attend early childhood education and 36 participants who do not attend early childhood education. Accidental sampling technique was applied to select samples, Non-parametric statistical test employed was the Mann Whitney test. Comparison value of children attending and not attending early childhood education was P-value 0.000; the emotional comparison value was P-value 0.040. It means there were differences in social and emotional development between children who attend early childhood education and those who do not attend early childhood education. It can be concluded that early childhood education can help stimulate the development of children. Parents should pay more attention to their children’s social and emotional development, whereas if parents cannot be the medium to support children’s social and emotional development, they should engage their children to early childhood education.

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Space speaks: A portrait of an early childhood centre and the affordances provided by the learning environment

10.18296/ecf.0084 ◽

2020 ◽

Vol 24 (2) ◽

pp. 26-34

Author(s):

Katrina McChesney ◽

Jeanette Clarkin-Phillips

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Learning Environment ◽

Learning Environments ◽

Reggio Emilia ◽

Children And Families ◽

Childhood Education ◽

Education And Care ◽

Early Childhood Learning

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.

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eye brings you another batch of the latest products and books on offerEarly Language Development ISBN 9781907478321 £11.55 members; £16.50 non-members. Paperback Publisher Pre-school Learning Alliance Orders Tel: 0300 3300996; www.pre-school.org.uk/shop; [email protected] Review by Neil HentyNurturing Personal, Social and Emotional Development in Early Childhood: A Practical Guide to Understanding Brain Development and Young Children's Behaviour Debbie Garvey Review by Neil Henty ISBN 9781785922237 £22.99. Paperback Publisher Jessica Kingsley Orders Tel: 02078332307 www.jkp.comGeorge Luck Puzzles – Five Buses; Grasslands £8.00 each £8.00 Wooden pieces Publisher Hape Orders https://www.hape.com/uk/en/ Available from Debenhams.com Review by Neil HentyDragons: father and son by Alexandre Lacroix and Ronan Badel [£9.99 from Word and Pictures; ISBN: 9781874938284]The Creature by Helen Bate [£11.99 from Otter-Barry Books; ISBN: 9781910959145]It's Raining and I'm Okay: A calming story to help children relax when they go out and about by Adele Devine, illustrated by Quentin Devine £9.99 from Jessica Kingsley Pubiishers; ISBN: 9781785923197]Luna Loves Library Day by Joseph Coelho and Fiona Lumbers [£11.99 from Andersen Press; ISBN: 9781783445486]Puss in Boots by Saviour Pirotta and Laura Wood [£9.99 from QED Publishing; ISBN: 9781784938130]Alfie in the Woods by Debi Gliori [£11.99 from Bloomsbury; ISBN: 9781408872048]Children's Discovery Atlas: Travel the world in one book! Anita Ganeri, illustrated by Sara Lynn Cramb ISBN 9781784937805 £9.99. Hardback Publisher QED Orders Tel: 02077006700 www.qed-publishing.co.uk [email protected] Review by Neil HentyYear One in Action: A Month-by-Month Guide to Taking Early Years Pedagogy into KS1 Anna Ephgrave ISBN 9781138639256 £23.99. Paperback Publisher Routledge Orders www.routledge.com/education; orders via 01235 400400 Review by Neil HentyBuilding Knowledge in Early Childhood Education: Young children are researchers Jane Murray ISBN 9781138937949 £25.99 Paperback Publisher Routledge Orders www.routledge.com/education; orders via 01235 400400 Review by Neil Henty

Early Years Educator ◽

10.12968/eyed.2017.19.7.46 ◽

2017 ◽

Vol 19 (7) ◽

pp. 46-48

Keyword(s):

Early Childhood ◽

Emotional Development ◽

Early Years ◽

Social And Emotional Development ◽

Childhood Education ◽

Social And Emotional ◽

School Learning ◽

Learning Alliance ◽

Children’S Behaviour ◽

Father And Son

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Globalized Physical Education Teaching Proposal for Five-Year-Olds Knowing the World Pirate

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

10.4018/978-1-7998-7585-7.ch018 ◽

2021 ◽

pp. 322-339

Author(s):

Encarnación Cambronero Gómez ◽

Aurora Peinado Requena ◽

Belén Navarro Carretero

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Physical Education ◽

Motor Skills ◽

Childhood Education ◽

Material Resources ◽

The World ◽

Age Appropriate

This chapter presents a didactic and globalized proposal for the area of physical education in early childhood education. The purpose of this intervention is that the children develop holistically through play and movement the basic motor skills while they are immersed in the knowledge of the pirate world. To achieve the objectives, an active and participatory methodology is proposed with age-appropriate material resources. Play and the motor story are the main resources that are going to be used to achieve the didactic objectives. Keywords: motor skills, autonomy, competencies, movement, play, children, motor story.

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¿Cómo debe ser el trabajo de Educación Física en Educación Infantil? (¿How should Physical Education work in Early Childhood Education be?)

Retos ◽

10.47197/retos.v37i37.74177 ◽

2019 ◽

pp. 588-596

Author(s):

Víctor Arufe Giráldez

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Physical Education ◽

Physical Exercise ◽

Early Childhood Teachers ◽

Well Being ◽

Education Programs ◽

Childhood Education ◽

Social And Emotional ◽

And Training

La Educación Física en Educación Infantil concentra un gran protagonismo en el desarrollo óptimo de cada una de las esferas del niño: física, social, afectivo-emocional y psíquica. Dotar de una gran información y formación a los futuros docentes de Educación Infantil, enseñando los contenidos a tratar desde esta materia es una pieza clave en el puzle del currículo educativo. A través de este artículo se indaga en los contenidos de Educación Física que se deben abordar en las clases de Educación Infantil y cómo enseñarlos. Se expone también un modelo de ficha didáctica para el análisis de las tareas y juegos programados y un planteamiento de la sesión basada en siete momentos. Se concluye la importancia de realizar programas de Educación Física bien dirigidos y planificados para el bienestar físico, social y emocional del niño, la mejora de la adherencia al ejercicio físico y la importancia del juego como vehículo generador de aprendizaje, no solo de contenidos propios del área sino también de otras áreas temáticas. Abstract. Physical Education in Early Childhood Education focuses greatly on the optimal development of each of the children’s spheres: physical, social, affective-emotional, and psychic. Providing future Early Childhood teachers with strong information and training while teaching them the contents that need to be developed in this subject is a cornerstone of the educational curriculum. This article investigates the Physical Education contents that should be worked on within Early Childhood Education, as well as how to teach them. It also presents a didactic sheet model for the analysis of tasks and planned games, as well as an approach to sessions based on seven moments. As a conclusion, carrying out well directed and planned Physical Education programs is essential for children’s physical, social, and emotional well-being, and for increasing adherence to physical exercise. Moreover, games represent an important vehicle for generating learnings not only regarding area-specific contents, but also those from other thematic areas.

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Rola wczesnej edukacji i opieki w ograniczaniu skutków ubóstwa wśród dzieci

Problemy Wczesnej Edukacji ◽

10.26881/pwe.2017.38.02 ◽

2017 ◽

Vol 38 (3) ◽

pp. 21-33

Author(s):

Elżbieta Subocz

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Language Skills ◽

Negative Consequences ◽

Social And Emotional Development ◽

Criminal Proceedings ◽

Childhood Education ◽

Social And Emotional ◽

The Social ◽

Education And Care

This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.

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Documentos produzidos no estágio curricular supervisionado na Educação Infantil: primeiras aproximações [Documents produced in the supervised curricular internship in early childhood education: First approaches]

10.47863/eypj5337 ◽

2020 ◽

Vol 7 (2) ◽

pp. 31-40

Author(s):

Roque Bikel ◽

Viviane Duek ◽

Larissa Benites

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Physical Education ◽

Point Of View ◽

Childhood Education ◽

Material Resources ◽

Specific Objective ◽

Child Education ◽

Resources Evaluation ◽

Education Process

This qualitative documentary research aimed to analyze the teaching plans developed for the supervised curricular internship in child education, within the scope of Physical Education Teaching education process. The results and discussion focus on each item of the teaching plans analyzed by the theme, general and specific objective, content, strategies, spaces and material resources, evaluation and references used to make the plan. It should be mentioned that the point of view of the planning and composition of the document deals with a task that requires training, understanding of parts and purposes, mainly the ability to write what is being done. Thus, it was possible to notice more complex items such as the specifics objectives, evaluation and other less complex such as content, spaces and materials. However, it should be noted that the teaching plans make it possible to view the supervised curricular internship from the perspective of the training devices and the registration of the need for these instruments to be increasingly investigated to benefit both trainees (interns) and the teacher training course that can use them when proposing changes.

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