scholarly journals De la normatividad hacia la alteridad. Estudio mixto sobre el tratamiento de la diversidad en películas Disney

2021 ◽  
Vol 39 (3) ◽  
pp. 83-108
Author(s):  
Vicente Monleón
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Visual Culture ◽  
Special Needs ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Teaching Staff ◽  
Day Schools ◽  
Childhood Education ◽  
Physical Level

La diversidad es condición sine qua non de la propia existencia, no entendida únicamente a nivel físico sino como cualquier diferencia entre personas. Por ello, esta se percibe como la suma de la normatividad y alteridad. Esta realidad se convierte en una de las pretensiones de la escuela actual, especialmente durante la Educación Infantil como periodo educativo en el que se asientan los valores de tolerancia y respeto. No obstante, se cuenta con barreras en cuanto a dicho paradigma inclusivo con elementos como la cultura visual de la imagen que en parte de sus producciones incluye un discurso separatista, clasista y en contra de la diferencia. Un ejemplo concreto radica en la colección “Los clásicos” Disney como conjunto cinematográfico que exalta la normatividad occidental opacando la alteridad, y presentándola como situación normalizada. Como consecuencia, se procede a un estudio de tipo mixto para mostrar los filmes de esta colección que presentan un tratamiento positivo e inclusivo de la alteridad y que sirven por tanto como recurso didáctico para las plantillas docentes de la etapa educativa de Educación Infantil. Con todo, una de las sub-categorías más destacadas en el conjunto analizado es la normalidad con la que se presentan las Necesidades Educativas Especiales y razas diferentes a la blanca occidental. Diversity is a sine qua non condition of existence and it should not be only understood on a physical level but also as any difference between people. For this reason, diversity is perceived as the sum of normativity and otherness. The approach of diversity has become one of the aims of present-day schools, especially during Early Childhood Education because this is the period when the values ​​of tolerance and respect are established. However, there are barriers to this inclusive paradigm. One of them comes from the visual culture of images because part of its productions includes a separatist, classist and anti-difference discourse. A concrete example lies in the Disney "classics". This set of films exalts Western regulations, presenting them as the norm and, therefore, overshadowing otherness. To tackle this situation, the present mixed-method study focuses on the analysis of those films within the Disney classics which present a positive and inclusive treatment of alterity. These films, therefore, serve as a pedagogical resource for Early Education teaching staff. One of the most prominent sub-categories emerging from the analyzed films is the normality with which special needs and ethnicities different from the white Western one are presented.

scholarly journals Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services

2021 ◽  
Author(s):  
Sofia-Loredana Tudor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Training Needs ◽  
Educational Services ◽  
Teaching Staff ◽  
Education Services ◽  
Childhood Education ◽  
Education Strategy ◽  
Policy Measures

Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

scholarly journals TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD

2017 ◽  
Vol 1 (2) ◽  
pp. 57-66
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Strategic Plan ◽  
Social Institution ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
National Education ◽  
Childhood Education ◽  
The Government

Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)

scholarly journals Descubrir el mundo con el cuerpo en la infancia. La importancia de los materiales en la psicomotricidad infantil (Discovering the world through the body in the childhood. The importance of materials in the child psychomotricity)

Retos ◽  
2018 ◽  
pp. 329-336
Author(s):  
Rosario Mérida-Serrano ◽  
María de los Ángeles Olivares-García ◽  
María Elena González-Alfaya
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Descriptive Analysis ◽  
Project Based Learning ◽  
The Body ◽  
Gross Motor Skills ◽  
Childhood Education ◽  
Integral Development ◽  
Physical Abilities ◽  
Physical Level

En la etapa de Educación Infantil (0-6 años) el alumnado experimenta un enorme desarrollo físico y madurativo del cuerpo, utilizándolo como una herramienta fundamental para conocer y explorar el contexto físico y social que le rodea. En las aulas infantiles, conocedoras de la necesidad de alcanzar un desarrollo integral que potencie equilibradamente las dimensiones físicas, emocionales, sociales y cognitivas de los niños y niñas, se ponen en marcha estrategias de psicomotricidad para favorecer el desarrollo de habilidades físicas como la coordinación general, el equilibrio y la motricidad gruesa. En este trabajo presentamos diversos materiales con los que los niños y niñas interactúan a nivel corporal para estimular sus movimientos y favorecer su creatividad. El uso de materiales adecuados propiciará un reconocimiento ajustado y progresivo de la imagen corporal de los pequeños, como base para la construcción de una identidad y autoestima personal adecuada. De modo específico, en este trabajo se presenta un análisis descriptivo de cómo estas estrategias y materiales son utilizados en las aulas infantiles, concretamente en el segundo ciclo de esta etapa (3-6), en relación con las actividades de psicomotricidad, cuando se trabaja con un enfoque centrado en el aprendizaje basado en proyectos.Abstract. In Early Childhood Education (0-6 years), pupils experience an enormous physical and maturative development of their bodies. They use it as a fundamental instrument to know and explore the physical and social context that surrounds them. Being aware of the need to reach an integral development that promotes the children’s physical, emotional, social and cognitive capacities in a balanced way, psychomotor strategies are implemented in the classrooms to favour the development of physical abilities such as general coordination, balance and gross motor skills. In this work we present various resources with which children are able to interact at a physical level to stimulate their movements and encourage their creativity. The use of appropriate resources will lead to an adjusted and progressive recognition of the children’s body image, as a basis for developing an adequate personal identity and level of self-esteem. Specifically, this paper presents a descriptive analysis of how these strategies and resources are used in classrooms, namely in the second cycle of early childhood education (3-6 years), in relation to psychomotor activities, when working with a project-based learning approach.

scholarly journals Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ari Putra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Formal Education ◽  
Assessment Process ◽  
Learning Needs ◽  
Special Needs Children ◽  
Learning Program ◽  
Childhood Education

The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts

scholarly journals Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in the stages of Early Childhood Education and Primary Education

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Francisco D. Guillen-Gamez ◽  
Maria J. Mayorga-Fernández ◽  
Jose A. Contreras-Rosado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Factorial Invariance ◽  
Teaching Staff ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Childhood Education ◽  
Online Tutorials ◽  
Educación Primaria

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19.  El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B ­– functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

scholarly journals Importance of Toy Play in Special Education for young Children: Perspectives and Approaches

2021 ◽  
Vol 11 (4) ◽  
pp. 5218-5229
Author(s):  
Aditi Deshpande ◽  
Vaibhhavi Ranavaade
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Early Childhood Special Education ◽  
Curriculum Planning ◽  
Special Needs Children ◽  
Childhood Education ◽  
Research Areas ◽  
Toy Play

Special needs children have different needs compared to typically growing children in various aspects of life. Their learning is hampered due to the difficulties they face in the normal way of learning. Special education practices have been adopting various play-based methods to address special needs children's difficulties and needs. This research reviews toy play as a learning method and its importance in young special needs children's education. The paper takes different perspectives on play and how it is characterized. A study of Toy Play taxonomies is also presented from the perspective of the learning needs of special needs children. Three prominent special education approaches are studied, and a synthesis of how to play fits into these approaches is presented. The future of toy play and further research areas is discussed. Early childhood play is a normal phenomenon that has much use in early intervention, early childhood special education, and early childhood education. Among these areas, there are still many disagreements about how to characterize and use play. These tensions jeopardize evaluation, action, and curriculum planning practices, as well as their links to science and practice. This essay examines play in early learning, early childhood special education, early childhood education, and how play is viewed and used in these settings.

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