scholarly journals EXPLORING THAI EARLY CHILDHOOD TEACHERS’ UNDERSTANDING, BELIEFS AND CONCERNS OF INCLUSIVE EDUCATION: A CASE STUDY OF AN EARLY CHILDHOOD CENTRE

2016 ◽  
pp. 16-32
Author(s):  
Sunanta Klibthong
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Inclusive Education ◽  
Early Childhood Teachers ◽  
Capital City ◽  
Framework Analysis ◽  
Group Discussions ◽  
Religious Issues ◽  
Young Children With Disabilities

This study explores early childhood teachers' understanding of inclusion, beliefs and concerns about including young children with disabilities in early childhood programmes in Thailand. The study adopted a qualitative approach of group discussions to gather data from nine early childhood teachers selected from one large preschool enrolling 255 children aged 2-6 years in Bangkok, the capital city of Thailand. Using framework analysis (Ritchie & Spencer, 1994), the findings point to basic conceptualisations of inclusion with beliefs and concerns related to three important themes: (i) cultural and religious issues, (ii) training issues and (iii) type of disability as the main barriers to inclusive education of young children. How to support the teachers to accept all children and practise inclusion in totality have also been discussed.

scholarly journals Online Learning for Early Childhood (Case Study in Indonesia)

2021 ◽  
Vol 56 (1) ◽  
Author(s):  
Sri Tatminingsih ◽  
Tiara Oktarianingsih ◽  
Della Raymena Jovanka
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Early Childhood Education ◽  
Young Children ◽  
Capital City ◽  
Survey Method ◽  
Childhood Education ◽  
Teachers And Parents ◽  
Online Form

This article describes online learning in early childhood education in Indonesia. Particular attention is paid to the Greater Jakarta area, which is a buffer area of the capital city of Indonesia. This study used a survey method with a questionnaire containing five open-ended questions that the respondents could fill in freely. The questionnaire was distributed through an online form to early childhood education teachers and parents of young children. Respondents' answers were grouped based on their similarity and sorted based on the number of answers, then analyzed quantitatively and descriptively. The results showed that online learning is difficult to implement in early childhood education. The enforced application of online learning in early childhood actually creates many obstacles and causes an unfavorable impact on early childhood behavior while learning. However, online learning in early childhood must still be implemented during a pandemic as it is the only option. The solution to increase the abilities and skills of teachers in planning and implementing online learning include the ability to involve parents. The results of this study are expected to be a reference by teachers, parents, and early childhood education providers in implementing effective online learning in early childhood education in a fun way and paying attention to the characteristics of early childhood.

Problem Solving in the Early Years

2017 ◽  
Vol 53 (4) ◽  
pp. 220-223 ◽  
Author(s):  
Lindsay Lile Diamond
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Young Children ◽  
Children With Disabilities ◽  
Early Childhood Teachers ◽  
Early Years ◽  
Critical Component ◽  
Young Children With Disabilities ◽  
Age Appropriate

Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a summary of the importance of problem-solving instruction for young children with disabilities and outlines interventions to promote the development of this skill.

scholarly journals YOUNG CHILDREN’S FREEDOM OF CHOICE IN CHILD-CENTRED EDUCATIONAL PRACTICE

2017 ◽  
Vol 2 ◽  
pp. 308
Author(s):  
Aija Ozola
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Content Analysis ◽  
Early Childhood Teachers ◽  
Educational Practice ◽  
Theory And Practice ◽  
Capital City ◽  
Freedom Of Choice ◽  
Group Discussions ◽  
Childhood Education

The importance of young children’s freedom of choice has been discussed since Froebel’s and Montessori’s contribution to the pedagogical ideas related to early childhood education. However, the theoretical framework of the term and its contents in modern early childhood education does not offer detailed description and would rather be characterized as incomplete and fragmented. The current study is an attempt to partly fill the gap between educational theory and practice basing on early childhood teachers’ empirical experience and beliefs on children’s freedom of choice. The aim of the study is to identify early childhood teachers’ beliefs on children’s freedom of choice in child-centred educational practice. Focus group discussions were conducted with early childhood teachers implementing early childhood curriculum in municipal early childhood education institutions located in Riga, the capital city of Latvia. Data were analysed using the method of qualitative content analysis. The findings revealed very positive attitude of teachers towards children’s freedom of choice and existence of teachers’ personal meaning of the term and its contents. The benefits and possible risks of implementing children’s freedom of choice were identified as well as factors enabling and hindering its implementation.

Sign in / Sign up

Export Citation Format

Share Document