scholarly journals A Study of Learning Outcomes of Students at an Early Childhood: Education and Care College: Based on Self-Assessment of Abilities and Qualifications Required to Be An Early Childhood Educator

2020 ◽  
Vol 84 (0) ◽  
pp. PP-075-PP-075
Author(s):  
Maiko Nakamura ◽  
Kazuo Irie
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Early Childhood Educator ◽  
Self Assessment ◽  
Childhood Education ◽  
Education And Care

scholarly journals Everything in My Hand: Reflecting on Meanings and Processes of Art in Early Childhood Settings

2014 ◽  
Vol 39 (2) ◽  
pp. 33-36
Author(s):  
Kim Atkinson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Modern Art ◽  
Early Childhood Educator ◽  
Children's Art ◽  
Childhood Education ◽  
Art Practices ◽  
Education And Care ◽  
Early Childhood Settings

This paper explores art practices in early childhood education and care. Drawing on the author’s work as an early childhood educator and as a pedagogical facilitator working with educators and children, this paper challenges developmental perspectives of art as leading to particular learning outcomes. By presenting concepts of modern art and artists and using these as a lens through which to view children’s art, the author suggests new approaches in thinking about children, materials, and art processes.

scholarly journals Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

2021 ◽  
Author(s):  
Sophia Mohamed
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Qualitative Inquiry ◽  
Early Childhood Educator ◽  
Major Research ◽  
Childhood Education ◽  
Education And Care ◽  
Care Practices

This major research paper presents findings from a critical qualitative inquiry study, that includes how seven registered early childhood educators (RECEs) understand care, carework and care practices in early childhood education and care (ECEC). The study used a political economy of care theoretical framework. Findings suggest that RECEs feel: (1) their carework is devalued; (2) care and education activities are different; and (3) there are barriers to caring well in ECEC programs. This paper provides recommendations that can potentially assert the value of care in the ECEC sector and aims to modestly give a voice to the marginalized perspectives of RECEs on the value of their carework in ECEC programs. Key words: Early childhood education and care, care, carework, registered early childhood educator, political economy of are, maternalism, feminization, marginalized, racialization, critical qualitative inquiry

scholarly journals The Association of Early Childhood Education and Care with Cognitive Learning Outcomes at 15 Years of Age in Finland

Psychology ◽  
2019 ◽  
Vol 10 (04) ◽  
pp. 500-520
Author(s):  
Aino Saarinen ◽  
Jari Lipsanen ◽  
Minna Huotilainen ◽  
Mirka Hintsanen ◽  
Liisa Keltikangas-Järvinen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Childhood Education ◽  
Education And Care ◽  
Cognitive Learning Outcomes

scholarly journals Ontario Early Childhood Educators’ understandings of care, carework and care practices in ECEC Program

2021 ◽  
Author(s):  
Sophia Mohamed
Keyword(s):  
Political Economy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Qualitative Inquiry ◽  
Early Childhood Educator ◽  
Major Research ◽  
Childhood Education ◽  
Education And Care ◽  
Care Practices

This major research paper presents findings from a critical qualitative inquiry study, that includes how seven registered early childhood educators (RECEs) understand care, carework and care practices in early childhood education and care (ECEC). The study used a political economy of care theoretical framework. Findings suggest that RECEs feel: (1) their carework is devalued; (2) care and education activities are different; and (3) there are barriers to caring well in ECEC programs. This paper provides recommendations that can potentially assert the value of care in the ECEC sector and aims to modestly give a voice to the marginalized perspectives of RECEs on the value of their carework in ECEC programs. Key words: Early childhood education and care, care, carework, registered early childhood educator, political economy of are, maternalism, feminization, marginalized, racialization, critical qualitative inquiry

Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals

2021 ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Assessment Tool ◽  
Self Assessment ◽  
Childhood Education ◽  
Rights Of The Child ◽  
Education And Care ◽  
Children’S Participation ◽  
Children's Participation ◽  
The Individual

This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).

scholarly journals Developing an Integrated Model to Early Childhood Education and Care in Vietnam: Perspectives of Early Childhood Educators

2021 ◽  
Vol 13 (2) ◽  
pp. 58-65
Author(s):  
Thanh Van Thai ◽  
Hien Ngoc Nguyen ◽  
An Nhu Nguyen ◽  
Thu Hung Phan ◽  
Hung Van Bui ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Assessment Tool ◽  
Integrated Model ◽  
Early Childhood Educators ◽  
Average Score ◽  
Self Assessment ◽  
Childhood Education ◽  
Education And Care

The partnership between school, family and community for the development and care of children has been interested in research by many scientists. This study aims to investigate Vietnamese early childhood educators’ perspectives on an integrated model to early childhood education and care in Vietnam. A self-assessment tool with 5 standards and 15 criteria was administered to 420 teachers working in 30 kindergartens across 6 provinces of Vietnam. The self-assessment tool considered 5 areas of the school, family and community partnerships, including: planning and building childcare education environments; connecting and sharing information between the school, family and the community in child care and education; coordinating in individual child education; making decisions about policies related to child care and education; and evaluating child development. Through average score analysis, the results show that early childhood educators in Vietnam stressed the significance of school, family and community involvement in early childhood education and care.

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

Sign in / Sign up

Export Citation Format

Share Document