scholarly journals Comparative Study on Curriculum Guidebook of Kindergarten

2021 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Zhaohao Nian
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
International Comparisons ◽  
National Development ◽  
Frame Structure ◽  
Childhood Education ◽  
International Comparative ◽  
General Goal ◽  
Kindergarten Educators ◽  
Kindergarten Curriculum

With the global emphasis on early childhood education, more and more countries put early childhood education as a strategic position for comprehensive national development. The kindergarten curriculum guidebook is the primary resources for the daily teaching in kindergartens, ensuring the effectiveness and regulatory in kindergarten teaching. Therefore, it is crucial to learn how to analyze and evaluate the kindergarten curriculum guidebook and make education more scientific and comprehensive. From an international comparative perspective, this study selected two sets of kindergarten guidebooks between China and South Korea have carried on the comparative analysis and study from five aspects: the guiding ideology, frame structure, general goal, educational contents, and implementation characteristic (Crossley & Watson, 2003). The results provide kindergarten educators a reference to reflect on the focus of the domestic kindergarten curriculum’s educational content and the country’s current educational problems and try to find possible causes or solutions from international comparisons.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

scholarly journals PENDIDIKAN KARAKTER DAN EKSISTENSI PEMUDA

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Arhanuddin Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Education System ◽  
Tertiary Education ◽  
National Development ◽  
Learning System ◽  
National Education ◽  
Childhood Education ◽  
National Education System

To realize the vision of national development, namely to realize a society of noble character, morality, ethics, culture and civilization based on the Pancasila philosophy, the national education system must be the main focus that must be addressed. Based on the functions and objectives of national education, it is clear that education at every level must be organized systematically to achieve that goal. This concerns the reality of education in educational units from early childhood education to tertiary education which is currently experiencing fading and degradation in terms of forming the character of its students. All of this is due to the absence of a learning system focused on the direction of the formation of superior character values. Keywords:education, character education, youth and the future of the nation Untuk mewujudkan visi pembangunan nasional, yaitu mewujudkan masyarakat berakhlak mulia, bermoral, beretika, berbudaya dan beradab berdasarkan falsafah Pancasila, maka sistem pendidikan nasional harus menjadi fokus utama yang harus dibenahi. Berdasarkan fungsi dan tujuan pendidikan nasional, jelas bahwa pendidikan di setiap jenjang, harus diselenggarakan secara sistematis guna mencapai tujuan tersebut. Hal ini menyangkut realitas pendidikan di dalam satuan pendidikan dari pendidikan usia dini sampai perguruan tinggi yang saat ini mengalami pemudaran dan degradasi dalam hal pembentukan karakter peserta didiknya. Semua ini disebabkan karena tidak adanya sistem pembelajaran yang terfokus pada arah pembentukan nilai-nilai karakter unggul. Kata Kunci:pendidikan, pendidikankarakter, pemuda dan masa depanbangsa

scholarly journals TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN NIGERIA FOR NATIONAL DEVELOPMENT

2017 ◽  
Vol 17 (1) ◽  
pp. 12
Author(s):  
Isah Dantani Sani ◽  
Nma Aliyu Ibrahim ◽  
John Saidu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Management Strategies ◽  
National Development ◽  
Federal State ◽  
Childhood Education ◽  
Equity Funding ◽  
State And Local ◽  
Donor Agencies ◽  
Financial Allocation

This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view to proposing better funding approach and sustainability. It recognized the commitment of the Nigerian Government (Federal, State and Local), the support of the community, individuals and donor agencies in funding ECE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality training of teachers/ caregivers, provision of appropriate ECD facilities, and stimulating learning materials as well as supervision/ monitoring of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.

scholarly journals PARENTAL INVOLVEMENT TOWARDS ACHIEVING QUALITY AND EQUAL-ACCESS TO EARLY CHILDHOOD EDUCATION IN OYO STATE, NIGERIA

2021 ◽  
pp. 94-101
Author(s):  
Adejoke ADEKOYA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Involvement ◽  
Primary Education ◽  
National Development ◽  
Equal Access ◽  
Residential Setting ◽  
Childhood Education ◽  
Care And Support ◽  
Parental Educational Attainment

Quality in education has become an imperative given global efforts at equity and access has not yielded the expected economic growth and national development, especially in developing countries. This research aims at providing solutions to role of parental involvement in achieving quality and equal-access in Nigeria. It will serve as an eye opener to parents and caregivers in helping to adjust their mode of collaboration towards achieving better future for their children no matter their busy schedules. A survey approach was used through self- administered questionnaires, and analysis was done using Analysis of Variance (ANOVA) to test the hypotheses. Based on the findings, it was revealed that parental involvement in early childhood education and pre-primary education had impact on achieving quality and equal-access in Oyo State (F(4,196) = 30.323; p< 0.05). The socio-economic characteristics of parents had significant impact on achieving quality and equal-access in early childhood education and pre-primary education (F(4,196) = 0.132; p<.05). It could be concluded that parental involvement (emotional care and support) has a very big influence on early childhood education, particularly the academic performance of the child. The level of the parental educational attainment and exposure determines the age at which the child is being enrolled in school. This implies that, residential setting of the parents has nothing to do with the educational performance of the child. Based on the findings, it was recommended that parents should understand why their involvement in achieving quality and equal-access to education is so important to their children’s success.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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