scholarly journals Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses

2020 ◽  
pp. 104-122
Author(s):  
Jane Murray ◽  
Eleonora Teszenyi ◽  
Anikó Nagy Varga ◽  
Sándor Pálfi ◽  
Marzhan Tajiyeva ◽  
...  
Keyword(s):  
Early Childhood ◽  
Similarities And Differences

scholarly journals Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

2014 ◽  
Vol 8 ◽  
Author(s):  
Ann-Christine Vallberg Roth
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Curriculum Studies ◽  
Construction Quality ◽  
Childhood Education ◽  
Study Results ◽  
Similarities And Differences ◽  
Comparative Nature

The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning) and is more linear and oriented towards goal-rationality than non-linear.

scholarly journals Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya

2017 ◽  
Vol 2 (3) ◽  
pp. 18
Author(s):  
Odundo Paul Amolloh ◽  
Ganira Khavugwi Lilian ◽  
Milimu Gladys Shaji
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Fine Motor ◽  
Digital Competence ◽  
Childhood Education ◽  
Similarities And Differences ◽  
Early Childhood Settings

Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.

Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice

2018 ◽  
Vol 69 (3) ◽  
pp. 263-277 ◽  
Author(s):  
Caitlin F. Spear ◽  
Shayne B. Piasta ◽  
Gloria Yeomans-Maldonado ◽  
Jennifer R. Ottley ◽  
Laura M. Justice ◽  
...  
Keyword(s):  
Early Childhood ◽  
Special Educators ◽  
Similarities And Differences ◽  
Knowledge And Practice

Small Steps: The Inclusion of Young Children With Disabilities in Australia, Greece, and Malaysia

2021 ◽  
pp. 1-14
Author(s):  
Jane Warren ◽  
Elena P. Soukakou ◽  
John Forster ◽  
Lai-Thin Ng ◽  
Evdoxia Nteropoulou-Nterou
Keyword(s):  
Early Childhood ◽  
Persons With Disabilities ◽  
Significant Evidence ◽  
General Acceptance ◽  
Effective Implementation ◽  
Young Children With Disabilities ◽  
Similarities And Differences ◽  
Science Framework ◽  
Early Childhood Settings ◽  
Research Based Practices

Abstract Although international research has accumulated significant evidence on inclusive practices and their benefits for children, how this translates into early childhood settings is often unsatisfactory within and across countries. Against the background of general acceptance of the principles incorporated in the Convention on the Rights of Persons With Disabilities, we examine how 3 countries who are signatories to this convention, Australia, Greece, and Malaysia, are making progress towards inclusion in early childhood. Using an implementation science framework, the key components of enabling contexts, research-based practices, and effective implementation supports are explored. In this framework, each of these components is essential for achieving the desired outcomes of inclusion. The country profiles of Australia, Greece, and Malaysia are examined (including similarities and differences in legislation, policies, early childhood services, and practices) in an effort to support understanding of factors facilitating and challenging early childhood inclusion.

Helping out, signing up and sitting down: The cultural production of “read-alouds” in three kindergarten classrooms

2017 ◽  
Vol 19 (2) ◽  
pp. 147-174 ◽  
Author(s):  
Lyndsay Moffatt ◽  
Rachel Heydon ◽  
Luigi Iannacci
Keyword(s):  
Early Childhood ◽  
Cultural Production ◽  
Reading Aloud ◽  
Literacy Learning ◽  
Read Alouds ◽  
The Past ◽  
Similarities And Differences ◽  
Early Childhood Settings

Reading aloud to children is a ubiquitous practice in early childhood settings. While there are many recommendations for how educators should conduct these experiences, little research in the past decade has examined how read-alouds are actually accomplished. Using anthropological and sociological theories of learning, literacy and research, our analysis illustrates how read-alouds are enacted in three kindergarten classrooms. Our analysis highlights similarities and differences in how these phenomena are produced and raises questions about the consequences current ideologies of literacy learning may have for young children’s understandings of reading and of themselves as readers. Differences amongst the research sites are discussed in light of Cummins’ continuum of coercive and transformational curricula.

Similarities and differences between infantile and early childhood onset vanishing white matter disease

2018 ◽  
Vol 265 (6) ◽  
pp. 1410-1418 ◽  
Author(s):  
Ling Zhou ◽  
Haihua Zhang ◽  
Na Chen ◽  
Zhongbin Zhang ◽  
Ming Liu ◽  
...  
Keyword(s):  
Early Childhood ◽  
White Matter ◽  
White Matter Disease ◽  
Childhood Onset ◽  
Similarities And Differences ◽  
Vanishing White Matter Disease ◽  
Vanishing White Matter

scholarly journals Parent-practitioner partnerships in early childhood provision in England, Hungary and Kazakhstan: similarities and differences in discourses

2018 ◽  
Vol 188 (5) ◽  
pp. 594-612 ◽  
Author(s):  
Jane Murray ◽  
Eleonora Teszenyi ◽  
Anikó Nagy Varga ◽  
Sándor Pálfi ◽  
Marzhan Tajiyeva ◽  
...  
Keyword(s):  
Early Childhood ◽  
Similarities And Differences

scholarly journals Konsep Pendidikan Islam Anak Usia Dini Perspektif Al-Ghazali Dan Abdullah Nashih Ulwan (Studi Komparasi Pemikiran)

2020 ◽  
Vol 1 (1) ◽  
pp. 50-63
Author(s):  
Siti Alfiah
Keyword(s):  
Early Childhood ◽  
Research Data ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Moral Cultivation ◽  
Analysis Techniques ◽  
Library Research ◽  
Islamic Thought ◽  
Modern Thought ◽  
Similarities And Differences

Abstract: Education is fundamental in improving the welfare of the nation, because education is a place for moral cultivation, good character, independence, and other knowledge. Al-Ghazali is one of the leaders of classical Islamic thought who is a Sufism thinker and many of the expertise he mastered, one of which is dubbed as Hujjatul Islam (defender of Islam) and Imam al-Murabbin (Expert in Education), while Abdullah Nashih Ulwan is a figure of modern thought in in the world of education. He was the first person to introduce Tarbiyah Islamiyah subjects which were used as basic lessons in school. This study aims to determine the similarities and differences of early childhood Islamic education from the perspective of Al-Ghazali and Abdullah Nashih Ulwan. This research was conducted using a qualitative approach. This type of research is library research (library research). Data collection techniques used were using the documentation method. Data analysis techniques using content analysis techniques. The results of this study are similarities and differences in the concept of early childhood Islamic education from the perspective of Al-Ghazali and Abdullah Nashih Ulwan.

scholarly journals Deconstructing the Native Speaker: Further Evidence From Heritage Speakers for Why This Horse Should Be Dead!

2021 ◽  
Vol 12 ◽  
Author(s):  
Wintai Tsehaye ◽  
Tatiana Pashkova ◽  
Rosemarie Tracy ◽  
Shanley E. M. Allen
Keyword(s):  
United States ◽  
Early Childhood ◽  
Heritage Language ◽  
Native Speakers ◽  
Native Speaker ◽  
The United States ◽  
Heritage Speakers ◽  
Subordinate Clauses ◽  
Similarities And Differences ◽  
The Difference

The category “native speaker” is flawed because it fails to consider the diversity between the speaker groups falling under its scope, as highlighted in previous literature. This paper provides further evidence by focusing on the similarities and differences between heritage speakers (HSs) and monolingually-raised speakers (MSs) of their heritage and majority languages. HSs are bilinguals who acquire a family (heritage) language and a societal (majority) language in early childhood. Naturalistic exposure from early childhood qualifies them as native speakers of their heritage language. Some HSs are simultaneous bilinguals, which makes them native speakers of their majority language as well. Others are early second language acquirers who may be indistinguishable from simultaneous bilinguals. Previous research shows that the heritage language productions of German HSs in the United States do not completely overlap with those of German MSs, who are, by default, native speakers. In overall clause type selection (independent main, coordinate main, and subordinate), the HSs differ from German MSs in German but are similar to English MSs in English. The present study examines the distribution of finite subordinate clauses and their types (relative, complement, and adverbial) across registers in 27 adolescent HSs of German in the United States, compared to 32 adolescent MSs of German and 32 MSs of English. All participants described a short video in two settings (formal/informal) and two modes (spoken/written). Results demonstrate that, even with respect to a specific phenomenon (subordinate clauses), HSs show similarities and differences to MSs of both languages. Concerning the distribution of subordinate clause types, HSs behave similarly to both English and German MSs. Concerning subordinate clauses in general, HSs use them less frequently than MSs in German. In English, the difference is more nuanced: HSs differentiate between settings in both modes, while MSs do so only in the written mode. This indicates that the category “native speaker” is not a meaningful descriptor since it covers speakers with varying production patterns. We propose that studies including native speakers should assure transparency and replicability of research by specifying and taking into account speaker characteristics such as bilingualism, proficiency, exposure and dominance.

scholarly journals Sex Similarities and Differences in Intelligence in Children Aged Two to Eight: Analysis of SON-R 2–8 Scores

2019 ◽  
Vol 7 (2) ◽  
pp. 11 ◽  
Author(s):  
Dorota Buczyłowska ◽  
Pola Ronniger ◽  
Jessica Melzer ◽  
Franz Petermann
Keyword(s):  
Early Childhood ◽  
Sex Differences ◽  
The Netherlands ◽  
Cognitive Abilities ◽  
Representative Sample ◽  
Intelligence Test ◽  
Visuospatial Cognition ◽  
Iq Scores ◽  
Similarities And Differences ◽  
Development Levels

The aim of this study was to investigate sex similarities and differences in visuospatial and fluid abilities and IQ scores based on those abilities in children aged two to eight. Standardization data from the Snijders-Oomen Nonverbal Intelligence Test for Children aged 2–8 (SON-R 2–8) were used. A representative sample composed of 965 children from the Netherlands and 762 children from Germany was examined. Small but significant mean sex differences favoring girls were observed until age four. At ages six and seven, boys achieved similar cognitive development levels to girls regarding all abilities assessed and outperformed girls on the Mosaics subtest measuring visuospatial cognition. Boys also displayed higher variability rates in performance. The distribution of IQ scores, with the overrepresentation of girls scoring above mean and the overrepresentation of boys scoring below mean in early childhood, altered with age towards parity between the sexes. The results suggest that girls tend to mature earlier with respect to cognitive abilities. During the course of development, however, the differences between girls and boys may become negligible.

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