scholarly journals Approaches to cross-cultural understanding through drama expression teaching materials in early childhood education

2020 ◽  
Vol 84 (0) ◽  
pp. PC-096-PC-096
Author(s):  
Sakae Nakata
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cross Cultural ◽  
Teaching Materials ◽  
Cultural Understanding ◽  
Childhood Education

Cross-Cultural Psychology of Play and Early Childhood Education

2018 ◽  
pp. 184-201
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Psychology ◽  
Central Element ◽  
Cross Cultural ◽  
Childhood Education ◽  
Multicultural Environment ◽  
Globalizing World ◽  
Cultural Research ◽  
Theory Research

Play is a universal form of human behavior that has been observed across all cultures and constitutes a fundamental role in children's development. This chapter summarizes theory, research, and practice of play in early childhood education from a cross-cultural perspective. Even though there are common qualities of play, there is a great deal of variation within and across cultures. In the multicultural environment of globalizing world, early childhood professionals need to make better use of play from an intercultural perspective. Effective utilization of play in early childhood education needs a thorough understanding of scientific theories and cross-cultural research on play. Quality early childhood education programs incorporate play as a central element in the curriculum with consideration of both individual- and group-level differences. Developmentally and culturally appropriate practice in early childhood education demands the assessment and utilization of individual and cultural characteristics of children in the planning and implementation of play-based interventions.

scholarly journals Project-based learning in Media Learning Material Development for Early Childhood Education

2020 ◽  
Vol 6 (2) ◽  
pp. 147-160
Author(s):  
Miratul Hayati ◽  
Ahmad Syaikhu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Strategies ◽  
Development Stage ◽  
Project Based Learning ◽  
Learning Material ◽  
Learning Context ◽  
Teaching Materials ◽  
Childhood Education ◽  
Material Development

This study aims to create and develop teaching materials for early childhood education (PAUD) media units to facilitate learning processes. The teaching materials developed are compiled with a project-based learning approach. The research was conducted on the PAUD media unit in the Early Childhood Islamic Education (PIAUD) undergraduate program at UIN Syarif Hidayatullah Jakarta. This research is following Dick and Carey’s model of Research and Development. The development stage focuses on determining instructional goals, analyzing learning materials, analyzing student abilities in the learning context, determining learning targets, developing instruments, developing project-based learning strategies, and applying them to learning. The results showed that students could develop media in line with learning needs and aspects of children’s development using teaching materials.

scholarly journals Optimizing the Cooperation Between Teacher and Parents in the Implementation of Studying From Home for Early Childhood

2021 ◽  
Vol 13 (3) ◽  
pp. 2391-2398
Author(s):  
Nini Aryani ◽  
Nopa Wilyanita
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Positive Attitude ◽  
Qualitative Approach ◽  
Teaching Materials ◽  
Childhood Education ◽  
Learning At Home ◽  
Method Of Instruction ◽  
Teachers And Parents ◽  
At Home

Early childhood education is being conducted at home in the event of a Covid-19 pandemic. Parents in the WhatsApp Group receive teaching materials from the teacher via this method of instruction. As a result, teachers and parents must work together to ensure that children at home are still receiving an education that is tailored to their individual needs. This study used a qualitative approach based on interviews with teachers and parents from five Aisyiyah Bustanul Athfal Kindergartens located in Pekanbaru City. In the study, teachers and parents found that a positive attitude in communication patterns between them. They can lead to good patterns of cooperation, with parents being able to guide and motivate their children while implementing learning at home and being directly involved in learning with children by accompanying their children while studying.

Cross-Cultural Psychology of Play and Early Childhood Education

2019 ◽  
pp. 1-19
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Psychology ◽  
Central Element ◽  
Cross Cultural ◽  
Childhood Education ◽  
Multicultural Environment ◽  
Globalizing World ◽  
Cultural Research ◽  
Theory Research

Play is a universal form of human behavior that has been observed across all cultures and constitutes a fundamental role in children's development. This chapter summarizes theory, research, and practice of play in early childhood education from a cross-cultural perspective. Even though there are common qualities of play, there is a great deal of variation within and across cultures. In the multicultural environment of globalizing world, early childhood professionals need to make better use of play from an intercultural perspective. Effective utilization of play in early childhood education needs a thorough understanding of scientific theories and cross-cultural research on play. Quality early childhood education programs incorporate play as a central element in the curriculum with consideration of both individual- and group-level differences. Developmentally and culturally appropriate practice in early childhood education demands the assessment and utilization of individual and cultural characteristics of children in the planning and implementation of play-based interventions.

Yoruba toddlers’ engagement in errands and cognitive performance on the Yoruba Mental Subscale

2002 ◽  
Vol 26 (2) ◽  
pp. 145-153 ◽  
Author(s):  
Oluyomi A. Ogunnaike ◽  
Robert F. Houser
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cognitive Performance ◽  
Cross Cultural ◽  
Child Rearing ◽  
Childhood Education ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Southwest Nigeria ◽  
The Relationship

Responsibility training is an essential component of child-rearing practices in several African societies. To inculcate responsibility, caregivers allocate their children household duties and send them on errands; these include (but are not limited to) fetching objects and purchasing items. Such errands foster the acquisition of cognitive, social, and economic competencies. In this paper, the relationship between the types of errands engaged in by Yoruba toddlers of southwest Nigeria and cognitive performance using an adapted version of the Bayley Mental Scales of Development, referred to as the Yoruba Mental Subscale, is examined. Findings revealed that children who engaged in purchasing items and retrieving specific objects for the caregiver had a significantly higher performance on the Yoruba Mental Subscale compared to children who did not engage in such errands. With regard to performance on the Bayley Mental Scales, findings revealed no significant association with the errands examined. The implications of these findings for cross-cultural research and early childhood education are discussed.

scholarly journals DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA

2016 ◽  
Vol 74 (1) ◽  
pp. 16-30
Author(s):  
Rita Maria de Souza Couto ◽  
Roberta G. R. Portas ◽  
Flavia Nizia F. Ribeiro ◽  
Maria A. C. Mamede-Neves
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Curriculum Content ◽  
Teaching Materials ◽  
Childhood Education ◽  
Sao Tome And Principe ◽  
Education Design ◽  
Didactic Material

Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development. Key words: education design, design in partnership, early childhood education, teaching materials.

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