scholarly journals Evaluating the Hidden Curriculum and its Impact on the Character Development of Preschool Students

2018 ◽  
pp. 20-25
Author(s):  
Melanie Joy D. Gunio ◽  
◽  
Amelia C. Fajardo ◽  
Keyword(s):  
Character Development ◽  
Hidden Curriculum ◽  
Evaluation Model ◽  
Curriculum Evaluation ◽  
Instructional System ◽  
School Personnel ◽  
Early Years ◽  
Formal Schooling ◽  
Social And Emotional ◽  
Preschool Students

The hidden curriculum is an oft-neglected aspect in curriculum evaluation due to its implicit nature and the lack of a concrete methodology for evaluating it. However, the elements of socialization it provides are critical to character development especially in the early years of schooling where significant cognitive, social, and emotional skills are being developed. This study thus aimed to evaluate the hidden curriculum and its impact on the character development of preschool students. The hidden curriculum was evaluated using the Illuminative Evaluation Model. The instructional system and learning milieu were examined through document analysis of school documents, observations of classroom instruction, and interviews among teachers, school personnel, and administration. Progressive focusing on culled issues was conducted through surveys, structured observations, and focus-group discussions. Themes derived were organized to describe the hidden curriculum and its impact on character development. The hidden curriculum emerged in the following aspects: the forms of inculcation of school values and principles; approaches to character development; structures facilitating readiness for formal schooling practices; physical environment and organization; and teacher-administrator relationships. In conclusion, the hidden curriculum was found to influence character development by working implicitly in the accomplishment of the school’s goals, or unintentionally in the frustration of these goals.

scholarly journals Determining the Influences of a Hidden Curriculum on Students’ Character Development Using the Illuminative Evaluation Model

2021 ◽  
Vol 3 (2) ◽  
pp. 194-206
Author(s):  
Melanie Joy Gunio
Keyword(s):  
Character Development ◽  
Hidden Curriculum ◽  
Evaluation Model ◽  
Curriculum Evaluation ◽  
Qualitative Evaluation ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Formal Curriculum ◽  
Preschool Students ◽  
Stage 1

This study aimed to determine whether the Illuminative Evaluation Model, with its three-stage framework: Investigate, Inquire Further, and Explain, can be used as a methodology in understanding the influences of the hidden curriculum on the character development of preschool students. In Stage 1 Investigate, document analysis, observations, and interviews were conducted to examine the characteristics which were targeted to be developed through the formal curriculum, and the deviations and unintended outcomes that occurred during implementation. In Stage 2 Inquire Further, surveys, structured observations, and focus-group discussions were conducted to progressively focus on selected issues. In Stage 3 Explain, principles and patterns were organized to describe the hidden curriculum. In conclusion, the Illuminative Evaluation Model was found to be effective as a tool in determining the influences of a hidden curriculum on students’ character development. Keywords: curriculum evaluation, Illuminative Evaluation Model, hidden curriculum, qualitative evaluation, character development

College Bound: Advice for Academically Talented Students From Recent Graduates

2019 ◽  
Vol 31 (2) ◽  
pp. 87-110
Author(s):  
Melanie S. Meyer ◽  
Jeff Cranmore
Keyword(s):  
High School ◽  
High School Graduates ◽  
School Personnel ◽  
Application Process ◽  
Senior Year ◽  
Social And Emotional ◽  
Academic Courses ◽  
Recent Graduates ◽  
Talented Students ◽  
Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

scholarly journals Contemporary Relevance of Bertrand Russell’s Views on Early Childhood Education

2021 ◽  
Vol 9 (1) ◽  
pp. 33-37
Author(s):  
Runumi Sharma ◽  
Mamta Aswal
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Development ◽  
Well Being ◽  
Early Years ◽  
Holistic Development ◽  
National Education ◽  
Childhood Education ◽  
Historical Method ◽  
Secondary Sources

Bertrand Russell’s educational thoughts significantly deal with reforming education for school going children and he also supported pre-primary education. He favored early childhood education for physical, intellectual and character development. His emphasis on character development of a child shows the significance of early years of life for development of an individual. This paper aims at exploring Bertrand Russell’s thoughts on early childhood education. It is an attempt to understand the significance of early childhood education for the holistic development of the children. Though there are early childhood education is prevalent in our country, but it was not mandatory to get early childhood education till the approval of National Education Policy (N.E.P., 2020). It has included early childhood education in compulsory school education for promoting better learning and well being of a child. It is a qualitative research in which historical method has been used where data has been collected from primary and secondary sources. The finding of the study shows that Bertrand Russell’sthought on early childhood education is relevant in present Indian context for developing good values, physical and mental development as well as in future learning. This shows that the encouragement to early childhood education and Bertrand Russell’s thoughts on early childhood education would be helpful for holistic development of children.

scholarly journals The Role of Scout Extracurricular in Effort To Student’s Social – Emotional Character Development (SECD) Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 103-108
Author(s):  
Insani Nur Syawal
Keyword(s):  
Extracurricular Activities ◽  
Junior High School ◽  
Character Development ◽  
Case Study Research ◽  
Educational Activity ◽  
Self Awareness ◽  
Research Subjects ◽  
Social Emotional ◽  
Social And Emotional

This research is motivated by problems that have been found such as antipathy, lack of emotional control, undisciplined, ignorant of the environment, less communicative, and inability to make decisions. This study aims to look at the role of scouts extracurricular in the competence of students' social and emotional character development. The research method used in this research is a qualitative approach using a descriptive method, with a case study research design with the research subjects as supervisors, unit builders, board members and members of the scouts at 19 Junior High School, Bandung. Data collection techniques used by researchers are in-depth interviews, observation, and documentation studies. The results showed that the scout extracurricular contributed significantly to the development of social and emotional character including self-awareness, self-management (regulation), social awareness, relationship skills and responsible decision making. The author provides recommendations for schools to be more morally and materially supportive so that scouts extracurricular activities at SMP Negeri 19 Bandung can be more advanced and produce more students who are achievers and smart at the social and emotional competence, also become a good educational activity, not just mere formalities.

Digital Play

2014 ◽  
pp. 193-207
Author(s):  
Jennifer Howell ◽  
Susan McDonald
Keyword(s):  
Good Practice ◽  
Digital Technologies ◽  
Student Learning Outcomes ◽  
Early Years ◽  
Pedagogical Practices ◽  
Formal Schooling ◽  
Framework Technology ◽  
Effective Use ◽  
Early Childhood Settings ◽  
New Framework

This chapter showcases a new framework (Technology and Play Framework) for teachers to consider when planning the use of digital technologies in the Early Years of formal schooling. It also presents the findings from a pilot study conducted with an F-1 (Foundation year and year 1) class in an Australian primary school that demonstrated how this framework could direct the effective use of a specific digital technology in terms of student learning outcomes with particular focus on literacy and numeracy. While play is recognised as an essential component of good practice in early childhood settings, it needs to be reconsidered and aligned to incorporate emerging digital technologies and complementary pedagogical practices in order to support authentic learning.

scholarly journals The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science

2019 ◽  
Vol 28 (5) ◽  
pp. 441-449 ◽  
Author(s):  
Frederick J. Morrison ◽  
Matthew H. Kim ◽  
Carol M. Connor ◽  
Jennie K. Grammer
Keyword(s):  
Academic Success ◽  
Formal Schooling ◽  
Life Outcomes ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Developmental Science ◽  
Wide Range ◽  
Causal Impact ◽  
Children's Development ◽  
Children’S Development

Entry into formal schooling is a signature developmental milestone for young children and their families and represents an important period of cognitive, social, and emotional development. Until recently, few researchers have attempted to isolate the unique impact of schooling on children’s developmental and academic outcomes. The application of quasiexperimental methods has provided researchers with the tools to examine when and how schooling shapes children’s development. In this article, we summarize three main insights from this work: (a) Schooling produces major, unique changes in children’s growth across a wide range of psychological processes important for learning; (b) the effects of schooling are not universal across all domains; and (c) schooling impacts cognitive processes that are not explicitly taught. We also propose that a deeper look at classroom instruction and brain development can expand our understanding of how schooling influences academic success and positive life outcomes and provide a model for developmental science more broadly.

Curriculum evaluation model-KÖNDEM

2020 ◽  
pp. 343-356
Author(s):  
Nevriye Yazçayır ◽  
Kıymet Selvi
Keyword(s):  
Evaluation Model ◽  
Curriculum Evaluation

Find something to make them smile…

2021 ◽  
Vol 22 (7) ◽  
pp. 30-31
Author(s):  
Sian Marsh
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Emotional Development ◽  
Best Practice ◽  
Positive Attitude ◽  
Early Years ◽  
Social And Emotional Development ◽  
Initial Teacher Training ◽  
Social And Emotional

Personal, social and emotional development is a key area of the EYFS and it begins with early years educators who have a positive attitude to their role. With this in mind Best Practice Network's Sian Marsh explains why mental health is a focus for Initial Teacher Training.

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