The Relationship between the General Child Teachers’ Perception of Integrated Education and the Life Adaptation of Children with Disabilities to Early Childhood Education Institutions

2019 ◽  
Vol 47 ◽  
pp. 1-27
Author(s):  
Hyun Jeong Kim ◽  
Kyung nam Choi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Children With Disabilities ◽  
Integrated Education ◽  
Childhood Education ◽  
The Relationship

Moving Beyond Inclusion to Participation: Essential Elements

2019 ◽  
pp. 54-67
Author(s):  
Toby Long
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Children With Disabilities ◽  
Essential Elements ◽  
Evidence Based ◽  
Childhood Education ◽  
Everyday Activities ◽  
Meaningful Participation ◽  
Full Participation

This paper discusses the evolution of the early childhood education system from excluding children with disabilities to fully including them in a manner emphasizing full participation.  Evidence indicates meaningful participation in everyday activities is necessary for development to occur. The essential elements needed to bring about participation will be presented as well as specific evidence-based strategies used to promote inclusion and participation.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

Early Childhood Education and Child Care in Arizona : Is Availability Alone Sufficient?

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Kathryn Chapman ◽  
◽  
Margarita Pivovarova ◽  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Value Of Information ◽  
Household Level ◽  
Childhood Education ◽  
Quality Rating ◽  
The Relationship ◽  
Do So

With many states increasingly adopting Quality Rating and Improvement Systems (QRIS) to rate their early childhood education (ECE) and child care programs, researchers question the use of these systems. Specifically, they are trying to understand the value of information provided by QRIS ratings and the implications QRIS ratings have on the quality of and access to ECE and child care programs for families. In this study, we attempt to understand the value of QRIS ratings when they are provided for families at the household level. To do so we take a close look at the relationship between availability of programs rated by the Quality Improvement and Rating System (QIRS) in Arizona and demographics of the communities they serve, and compare the utilization of the programs in communities with varying demographic compositions. While we find that more high-quality ECE and child care programs are available for children that are Hispanic, Black, and eligible for free and reduced-price lunch, we also find that families underutilized those programs. We argue that this underutilization might be due to a variety of barriers that the families are experiencing and believe that efforts should be directed to work with families and assist them in understanding their enrollment options.

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