scholarly journals Strategies for the implementation of mathematics in Grade R: Teachers’ beliefs and practices

2016 ◽  
Vol 6 (1) ◽  
pp. 8 ◽  
Author(s):  
Elna Barnard ◽  
Martin Braund
Keyword(s):  
Teaching And Learning ◽  
Performance Monitoring ◽  
Early Childhood Development ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Monitoring And Evaluation ◽  
Childhood Development ◽  
Teaching Mathematics ◽  
Intended Curriculum ◽  
Beliefs About Teaching

<p>Concerns have been expressed about the quality of teaching and learning in Grade R (reception) classrooms in South Africa. In mathematics, learning outcomes are said to be particularly limited, especially in poorer provinces of the country (Department of Performance, Monitoring and Evaluation [DPME] 2012). The study reported in this article explored the perceptions and beliefs on teaching mathematics in Grade R, compared with actual classroom practices, of selected teachers in a range of schools and Early Childhood Development Centres in the Eastern Cape. Sixteen teachers took part in focus group meetings, and outcomes were analysed according to Northcutt and McCoy’s ‘Interactive Qualitative Analysis’ method (2004). Themes emerging from analysis were used to construct interview questions and guide observations of Grade R mathematics teaching for nine selected teachers. Findings show that teachers from different contexts have similar perceptions and beliefs about teaching mathematics in grade R but that often their observed practices do not match how they perceive and value Grade R teaching. In the analysis of lesson videos, we identify a number of ‘silent themes’ revealing teachers’ true actions, enabling us to comment on development and training needed to reach the goals of the intended mathematics curriculum for Grade R.</p><p><strong>Keywords: </strong>Grade R Mathematics; play; developmentally appropriate; intended curriculum; enacted curriculum</p>

scholarly journals Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya

2008 ◽  
Vol 9 (4) ◽  
pp. 389-399 ◽  
Author(s):  
Milimu Gladys Shaji ◽  
Francis C. Indoshi
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Materials Science ◽  
Early Childhood Development ◽  
Science Curriculum ◽  
Negative Influence ◽  
Attitude Scale ◽  
Childhood Development ◽  
Classroom Science ◽  
Science Activities

Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of science in ECDE centres in Kenya is faced with numerous challenges, hence the negative influence on children's learning of the subject. This raised the question of whether we have appropriate conditions for implementation of the science curriculum in ECDE centres. This study investigated conditions for implementation of science in 115 ECDE centres managed by 230 teachers in Kakamega Municipality, Kenya. It used the ECDE facilities checklist, the ECDE classroom science materials/equipment checklist, the ECDE classroom science activities checklist, and the ECDE teacher classroom science questionnaire to analyse the availability of science materials, equipment, class size and activities for ECDE children in the classroom. Each teacher was videotaped for two consecutive days during science activities. Their attitude towards science curriculum was measured by the use of an attitude scale. The findings of the study indicated that three-quarters of the ECDE centres had appropriate general facilities. However, a majority (91.2%) of ECDE centres lacked adequate and quality classroom science materials/equipment. The activities that the ECDE teachers engaged in were mostly unrelated to science activities (85.7%), even though they had a favourable attitude towards the science curriculum. This study is significant because the resulting findings will influence practice in early childhood education by informing policy makers on prevailing conditions for implementation of the science curriculum. On the theoretical side, the findings will contribute to the development of teaching and learning science materials, science equipment and a children's science curriculum tool kit.

scholarly journals African indigenous care-giving practices: Stimulating early childhood development and education in Kenya

2016 ◽  
Vol 6 (2) ◽  
pp. 7 ◽  
Author(s):  
Pamela Wadende ◽  
Paul O. Oburu ◽  
Abel Morara
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Development ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Childhood Development ◽  
Formal Schooling ◽  
Motivational Systems ◽  
Stage Of Development ◽  
Care Giving

The indigenous communities in Africa, specifically Kenya, which is the focus of this article, had their own well-developed motivational systems that positively enhanced teaching and learning programmes in the community. These motivational systems were manifested in behaviours that were presented as sequential cultural tasks that demanded active engagement from children at every stage of development. The philosophical tenets of African indigenous education underscored education as preparation for life. This was a culturally based education that addressed the physical, emotional, mental and social aspects of a child’s successful development. It offered the child an opportunity to participate in practical, productive and responsible livelihood activities. This article suggests that a concert of research into these indigenous motivational care-giving practices and community participation in the activities of early childhood education may offer important insights into transitioning children from life in the home environment to that of the school and its accompanying academic tasks. When these motivational care-giving practices are incorporated in the process of transitioning children to formal schooling, then their chances of success in these new educational programmes could be enhanced.

scholarly journals Music-inspired free play to foster scientific exploration in early childhood

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Mignon Van Vreden
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Development ◽  
Free Play ◽  
Educational Process ◽  
Early Years ◽  
Childhood Development ◽  
North West ◽  
Scientific Exploration

Background: The importance of music and play in early childhood development is widely acknowledged. However, no recent studies have investigated the potential of music-inspired free play to foster scientific exploration. Aim: The purpose of this qualitative case study is to explain the rationale in utilising musical skills, knowledge and experiences during free play to foster scientific exploration, applying a constructivist approach with the learner placed at the centre of the educational process, while the teacher acts as observer and facilitator. Setting: Data were primarily collected through documents to create a concept map that informed observations of preschoolers during free play at two day-care centres in Mohadin in the North-West Province of South Africa. Methods: An explanatory case study provided the context for this study and a document analysis informed the findings. Results: Through data analysis, key themes were identified from the literature and observations to generate a conceptual model that illustrates the influence of music-inspired free play to foster scientific exploration by stimulating creativity and emphasising the necessity of free play in preschool settings. Conclusion: The conclusion of this investigation was a better understanding of the capacity of young learners to apply scientific exploration, utilising a transdisciplinary approach for teaching and learning the sciences in the early years to develop a better understanding of their world through music-inspired free play.

scholarly journals PEMANFAATAN WEBSITE DALAM UPAYA MENINGKATKAN KEAKTIFAN SISWA DALAM PEMBELAJARAN MATEMATIKA

2017 ◽  
Vol 1 (2) ◽  
pp. 7-14
Author(s):  
Erna Puji Astutik ◽  
Hanim Faizah ◽  
Prayogo Prayogo
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Interactive Media ◽  
Internet Access ◽  
Learning Activities ◽  
The Internet ◽  
Teaching Mathematics ◽  
Student Activity ◽  
Learning Mathematics ◽  
The Media

The purpose of this research is to provide solutions based on the analysis of the situation conducted on two schools, they are SD Islam Wahid Hasyim and MI Ma'arif Kedensari Sidoarjo conducted through: 1) socialization for teachers in the two schools about the use of website in learning mathematics. In this case the website to be used is a website launched by NCTM which can be accessed through http://illuminations.nctm.org; 2) training for teachers in the two schools on website utilization in mathematics learning; and 3) mentoring the teachers from the two schools in using the website in teaching mathematics. This research includes three main stages, they are planning, implementation, and assessment. The results obtained from this research is that most teachers are able to operate computers, use the internet, access NCTM websites, and run interactive media in the website. Teachers are also able to utilize the NCTM website as a media in teaching mathematics. There is an increase in student activity in learning mathematics by using the website in SD Islam Wahid Hasyim and MI Ma'arif Kedensari that is relevant to the teaching and learning activities increased from 70% to 85% and from 69% to 81%. Most students feel happy with the mathematics learning by using the website, students can use the media on the website and understand the material taught through the media, and students do not have difficulty in learning mathematics by using the website.     Keywords: mathematics learning, website, student activity

scholarly journals Reaching Thousands of Children in Low Income Communities With High-Quality ECED Services: A Journey of Perseverance and Creativity

2021 ◽  
Vol 9 ◽  
Author(s):  
Nathalia Mesa ◽  
Milagros Nores ◽  
Hilda Vega
Keyword(s):  
Early Childhood ◽  
Low Income ◽  
Early Childhood Development ◽  
Critical Role ◽  
Monitoring And Evaluation ◽  
Childhood Development ◽  
High Quality ◽  
Provision Of Services ◽  
Local Ngo

This paper describes a creative and bold way in which a local NGO addressed increasing access and quality of ECED services in Colombia. This case study on Fundacion Carulla's aeioTU early childhood innovation in Colombia contributes to understanding the possibilities for the private sector to spark innovation, and the importance of an open and collaborative strategy in contributing to the ECED sector at large. The critical role of monitoring and evaluation in the provision of services is highlighted. This guided key decisions on different growth phases. After a decade of work, Fundacion Carulla-aeioTU has shown capacity to effectively support children's development in low-income settings through their participation in quality programming. Furthermore, this case study also describes how the organization, having proven its capacity to provide high-quality services directly to children, decided to innovate and bring about different solutions to reach and support other stakeholders in the early childhood development ecosystem.

scholarly journals Teachers to Teach Mathematics with ICT

2018 ◽  
Vol 3 (S1) ◽  
pp. 26
Author(s):  
P.C. Nagasubramani ◽  
J. Jerlin Femi
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Mathematics ◽  
Development Programs ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Body Of Knowledge ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Beliefs About Teaching

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge. TPCK is an important body of knowledge for teaching mathematics that must be developed in the coursework in teaching and learning, as well as within the coursework directed at developing mathematical knowledge. Preparing teachers to teach mathematics is highlighted by its complexities. What technologies are adequate tools for learning mathematics? What about teacher attitudes and beliefs about teaching mathematics with technology? What are the barriers? These questions and more frame the challenge for the development of a research agenda for mathematics education that is directed toward assuring that all teachers and teacher candidates have opportunities to acquire the knowledge and experiences needed to incorporate technology in the context of teaching and learning mathematics.

scholarly journals KAMPUNG RAMAH ANAH GENDENG SEBAGAI ALTERNATIF PEMENUHAN HAK BERKEMBANG PADA ANAK USIA DINI

2017 ◽  
Vol 1 (2) ◽  
pp. 27-38
Author(s):  
Jazariyah Jazariyah
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Public Awareness ◽  
Monitoring And Evaluation ◽  
Women's Empowerment ◽  
Childhood Development ◽  
Women’S Empowerment ◽  
Child Friendly ◽  
The Right

This article is intented to uncover the importance of environmental explroration for children. One example is child-friendly environment which is also a special effort from government. They set out in minister of women’s empowerment Republic of Indonesia with PP No 2 Tahun 2009 about child-friendly city (CFC). The result shows that Kampung Ramah Anak Gendeng is one of community efforts to fulfill the right of grow and develop on early childhood. Many programs that held on Kampung Ramah Anak Gendeng, such as children community, bimbingan belajar and TPA (Taman Pendidikan AL Qur’an). Factors that support child-friendly environment on Gendeng are Public awareness about the importance of early childhood development and continuity on socializing the importance of early childhood development. Barrier Factors on implementasion of child-friendly environment on Gendeng are lack of fund to held the program of Kampung Ramah Anak on Gendeng and lack of monev (monitoring and evaluation) from government.

scholarly journals The constructive methods of teaching mathematics

2021 ◽  
Vol 47 ◽  
Author(s):  
Eglė Jasutienė
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
Geometer's Sketchpad ◽  
Constructive Methods ◽  
Teaching Mathematic ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematics Teaching Methods

The problem of teaching mathematics in Lithuanian schools envisaged in this article. The teachers often use the teaching methods of behaviourism. The widely used teachingmethods of constructivionism in the world are appearing in Lithuanian schools too. There is talked how mathematics teachers can easier start to use new progressivemethods by using IT in this article. There is reviewing how start to use constructive mathematics teaching methods by using Geometer’s Sketchpad in this article. There was appeared some problems for teachers by using Geometer’s Sketchpad in schools. So these problems help to find new step of investigating Geometer’s Sketchpad in teaching mathematics – to built the various sets of dynamic sketches for teaching and learning mathematics in basic schools. More than 800 dynamic sketches have been developed within 9th and 10th grades mathematics curriculum. Now is preparing set of sketches for 11th and 12th grades. Some constructive methods of teaching mathematic by using these sets of sketches are discussed in this article.The methods of comparative analyze and of synthesis of scientificworks are used in this article.

scholarly journals Scaling early child development: what are the barriers and enablers?

2019 ◽  
Vol 104 (Suppl 1) ◽  
pp. S43-S50 ◽  
Author(s):  
Vanessa Cavallera ◽  
Mark Tomlinson ◽  
James Radner ◽  
Bronwynè Coetzee ◽  
Bernadette Daelmans ◽  
...  
Keyword(s):  
Early Childhood Development ◽  
Scale Up ◽  
Monitoring And Evaluation ◽  
Scaling Up ◽  
Global Strategy ◽  
Childhood Development ◽  
Semistructured Interview ◽  
Snowball Sampling ◽  
Strategic Choices ◽  
Framework Analysis

The Sustainable Development Goals, Global Strategy for Women’s, Children’s and Adolescents’ Health (2016–2030) and Nurturing Care Framework all include targets to ensure children thrive. However, many projects to support early childhood development (ECD) do not ‘scale well’ and leave large numbers of children unreached. This paper is the fifth in a series examining effective scaling of ECD programmes. This qualitative study explored experiences of scaling-up among purposively recruited implementers of ECD projects in low- and middle-income countries. Participants were sampled, by means of snowball sampling, from existing networks notably through Saving Brains®, Grand Challenges Canada®. Findings of a recent literature review on scaling-up frameworks, by the WHO, informed the development of a semistructured interview schedule. All interviews were conducted in English, via Skype, audio recorded and transcribed verbatim. Interviews were analysed using framework analysis. Framework analysis identified six major themes based on a standard programme cycle: planning and strategic choices, project design, human resources, financing and resource mobilisation, monitoring and evaluation, and leadership and partnerships. Key informants also identified an overarching theme regarding what scaling-up means. Stakeholders have not found existing literature and available frameworks helpful in guiding them to successful scale-up. Our research suggests that rather than proposing yet more theoretical guidelines or frameworks, it would be better to support stakeholders in developing organisational leadership capacity and partnership strategies to enable them to effectively apply a practical programme cycle or systematic process in their own contexts.

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