scholarly journals Competencia emocional en maestros de educación infantil y primaria: fuentes de variabilidad y sugerencias de mejora.

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Begoña García Domingo
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Public Schools ◽  
Primary Education ◽  
21St Century ◽  
Education Professionals ◽  
Childhood Education ◽  
Perceived Emotional Intelligence ◽  
Experienced Female ◽  
Detailed Presentation

Dotar a los profesionales de la educación de niveles de Inteligencia Emocional elevados debe ser objetivo prioritario para las administraciones, ya que ello les permite afrontar con mayor eficacia la complejidad del actual contexto educativo. Sin embargo, no existen muchas publicaciones con muestras de maestros españoles en ejercicio, por lo que este trabajo pretende incrementar el conocimiento relativo a su perfil en Inteligencia Emocional Percibida (TMMS-24, Salovey y Mayer, 1995) y analizar la influencia que ejercen sobre él algunas variables. Nuestro objetivo principal es identificar la combinación de factores presente en el grupo de docentes emocionalmente menos competentes, ayudando con ello a optimizar los esfuerzos formativos a este respecto. Tras las comparaciones efectuadas en una muestra de 296 maestros de Educación Infantil y Primaria, los resultados sugieren que el perfil peor dotado emocionalmente parece ser el percibido por los docentes de infantil, de género femenino, que trabajan en centros públicos, que ejercen como tutores y que tienen más edad y años de experiencia. La discusión ofrece la interpretación y exposición detallada de estos resultados en orden a “ajustar” futuras sugerencias de mejora del perfil emocional de nuestros maestros. Providing education professionals with high levels of Emotional Intelligence should be a priority goal for public administrations since it allows them to deal more effectively with the complex educational contexts in 21st century. Despite this, there aren´t many reports from practising Spanish teachers, so this work aims to increase knowledge about their profile in Perceived Emotional Intelligence (TMMS-24, Salovey and Mayer, 1995), analysing the influence of some factors on it. Our main objective is to identify the combination of factors present in the group of lowest emotional competence to optimise training efforts in this respect. The comparisons carried out on a sample of 296 Early Childhood and Primary Education teachers, point out that the less capable profile appears to be that perceived by the older and more experienced female Early Childhood Education teachers, working in public schools and who act as tutors. A more detailed presentation of these results is offered and interpreted in the discussion to "adjust" future suggestions to improve the emotional profile of our teachers.

scholarly journals Early Detection of Academic Performance During Primary Education Using the Spanish Primary School Aptitude Test (AEI) Battery

2021 ◽  
Vol 11 ◽  
Author(s):  
Ignasi Navarro-Soria ◽  
José Daniel Álvarez-Teruel ◽  
Lucía Granados-Alós ◽  
Rocío Lavigne-Cerván
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Academic Success ◽  
Early Childhood Education ◽  
Primary School ◽  
Primary Education ◽  
Cognitive Skills ◽  
Odds Ratio ◽  
Aptitude Test ◽  
Childhood Education

The aim of this study was to assess the predictive capacity of some of the most relevant cognitive skills pertaining to the academic field as measured by the Spanish Primary School Aptitude Test Battery. This psychometric tool was applied to all students who were enrolled in the final year of Early Childhood Education (631 students) in the public schools of the province of Alicante (in the South-East of Spain) and a follow-up of their academic progress was carried out when they completed Primary Education (6 school years). The results obtained show that medium-high and high scores in Verbal Aptitude and Numerical Aptitude tests in Early Childhood Education (5 years of age), can predict academic success at the end of Primary Education (12 years of age) in instrumental subjects such as: (1) Language (Verbal Aptitude Odds Ratio = 1.39 and Numerical Aptitude Odds Ratio = 1.39) and (2) Mathematics (Verbal Aptitude Odds Ratio = 1.47 and Numerical Aptitude Odds Ratio = 1.52). We have determined the importance of developing pedagogical programs that stimulate the development of these skills during Early Childhood Education, while implementing support strategies during Primary Education, for those students who present underdeveloped aptitudes in these areas. In this way, school difficulties would be prevented in the instrumental subjects that provide access to other academic areas.

Impact of using interactive devices in Spanish early childhood education public schools

2018 ◽  
Vol 35 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Estefanía Martín ◽  
David Roldán-Alvarez ◽  
Pablo A. Haya ◽  
Cristina Fernández-Gaullés ◽  
Cristian Guzmán ◽  
...  
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Early Childhood Education ◽  
Childhood Education

scholarly journals Effects of early childhood education attendance on achievement, social skills, behaviour, and stress

2018 ◽  
Vol 35 (3) ◽  
pp. 287-297 ◽  
Author(s):  
Marta Regina Gonçalves CORREIA-ZANINI ◽  
Edna Maria MARTURANO ◽  
Anne Marie Germaine Victorine FONTAINE
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Social Skills ◽  
Early Childhood Education ◽  
Externalizing Behavior ◽  
Socioeconomic Background ◽  
Childhood Education ◽  
Stress Symptoms ◽  
Behavioral Variables ◽  
3Rd Grade

Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.

scholarly journals The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather P. Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
State Policy ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Childhood Education ◽  
Insight Into

AbstractAs policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

scholarly journals Strategies to Develop Emotional Intelligence in Early Childhood

2021 ◽  
Author(s):  
İlkay Ulutaş ◽  
Kübra Engin ◽  
Emine Bozkurt Polat
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Academic Success ◽  
Early Childhood Education ◽  
Behavioral Problem ◽  
Early Years ◽  
Social Emotional ◽  
Only Children ◽  
Childhood Education ◽  
Emotional Intelligence Training

Children have many opportunities in early childhood education that support their emotions. These opportunities need to be transformed into learning situations appropriate to their development and developed. Learnings cannot happen independently of emotional intelligence. Social–emotional skills must be developed in education to achieve both academic success and success in life. It is important to support emotional intelligence in early childhood education to enable children to be emotionally healthy, to cope with difficulties, to respect differences, and to gain a social perspective by working in collaboration with others. Emotional intelligence training helps not only children but everyone in the classroom setting, especially educators who are unsure of how to work with a child with an emotional or behavioral problem. Since emotional intelligence can be developed and strengthened by training at all ages, it can be a way of teaching for educators as they regularly include methods and techniques in the program. Based on this, in this section, the emotional intelligence of children, programs methods and strategies will be discussed in terms of supporting emotional intelligence in the early years.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

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