scholarly journals Co-constructing early childhood programs nourished by Inuit worldviews

2015 ◽  
Vol 38 (1-2) ◽  
pp. 73-94 ◽  
Author(s):  
Mary Caroline Rowan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
White Woman ◽  
Child Rearing ◽  
The Arctic ◽  
Truth Commission ◽  
Years Of Experience ◽  
Middle Aged ◽  
Early Childhood Programs ◽  
Childhood Education

Saimaqatigiingniq is defined as the place where Inuit and Qallunaat meet in the middle and are reconciled (Qikiqtani Inuit Association 2010). In this paper, the researcher, a middle-aged white woman with more than 30 years of experience living, visiting, and working with Inuit in the Arctic, employs a series of questions to examine the challenge of the Qikiqtani Truth Commission, which invites Inuit and Qallunaat to do things in new ways. These questions include: What is the potential of saimaqatigiingniq and in what context? How can saimaqatigiingniq facilitate the organization of early childhood programs and services that are meaningfully structured with Inuit worldviews? What is to be considered when seeking to think with Inuit perspectives in research? What are examples of Inuit approaches to child rearing? What is the rationale and what are the dimensions for reconceptualizing early childhood education from Inuit perspectives?

Early Childhood Programs in Latin America

1980 ◽  
Vol 50 (4) ◽  
pp. 481-495 ◽  
Author(s):  
Robert Halpern
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Latin American ◽  
The Political ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Policy Issues ◽  
Childhood Education ◽  
The Impact ◽  
Latin American Countries

Robert Halpern examines the role played by early childhood education programs in the development efforts of several Latin American countries. He presents a brief historical overview of these programs, and then describes and assesses the impact of several types of programs currently in operation. Outlining some of the political and policy issues that underlie early childhood education, he offers recommendations for improving its effectiveness as a vehicle for development.

Yoruba toddlers’ engagement in errands and cognitive performance on the Yoruba Mental Subscale

2002 ◽  
Vol 26 (2) ◽  
pp. 145-153 ◽  
Author(s):  
Oluyomi A. Ogunnaike ◽  
Robert F. Houser
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cognitive Performance ◽  
Cross Cultural ◽  
Child Rearing ◽  
Childhood Education ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Southwest Nigeria ◽  
The Relationship

Responsibility training is an essential component of child-rearing practices in several African societies. To inculcate responsibility, caregivers allocate their children household duties and send them on errands; these include (but are not limited to) fetching objects and purchasing items. Such errands foster the acquisition of cognitive, social, and economic competencies. In this paper, the relationship between the types of errands engaged in by Yoruba toddlers of southwest Nigeria and cognitive performance using an adapted version of the Bayley Mental Scales of Development, referred to as the Yoruba Mental Subscale, is examined. Findings revealed that children who engaged in purchasing items and retrieving specific objects for the caregiver had a significantly higher performance on the Yoruba Mental Subscale compared to children who did not engage in such errands. With regard to performance on the Bayley Mental Scales, findings revealed no significant association with the errands examined. The implications of these findings for cross-cultural research and early childhood education are discussed.

Translanguaging pedagogy in multilingual early childhood classes

2017 ◽  
Vol 3 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Katja N. Andersen
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Early Childhood Education ◽  
Foreign Language ◽  
Literacy Practices ◽  
Body Language ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
Multiple Resources ◽  
Very Young Children

Abstract This paper investigates translanguaging practices and pedagogy with very young children in the trilingual country of Luxembourg. Recent research has shown that in early childhood education in Luxembourg there is a focus on Luxembourgish to the exclusion of other languages and that this appears to exclude children with foreign language backgrounds from everyday institutional life. Our research asks how and in which forms can a translanguaging pedagogy offer young multilingual children opportunities to engage in literacy practices. Our empirical qualitative pilot study carried out among children aged 2 to 6 in Luxembourgish early childhood programs clarifies forms of translanguaging when instruction is accompanied by pictures and reading in German. The findings suggest that gesture and body language are part of translanguaging, providing multiple resources that enable the young multilingual learner to make meaning.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

scholarly journals Pursuing Quality Education in Karamoja. An Analysis of the Caregivers’ Quality Indicators from a Community Perspective for Sustainable Early Childhood Education Programmes

2020 ◽  
Vol 4 (1) ◽  
pp. 72-88
Author(s):  
Josephine Matha Apolot ◽  
Godfrey Ejuu ◽  
Grace Lubaale
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quality Indicators ◽  
Focal Point ◽  
Social Capital Theory ◽  
Child Rearing ◽  
Ministry Of Education ◽  
Capital Theory ◽  
Childhood Education ◽  
Caregiver Quality

Purpose of the study: The purpose of the study was to analyze the caregivers’ quality indicators from a community perspective for sustainable ECE programmes.Methodology: The study employed a qualitative approach that used phenomenology research design. Twenty-five interviews and ten focus group discussions were used on the respondents for collecting data. The data collected from the caregivers/teachers, elders, parents and Early Childhood Education focal point officers revealed that the Ministry of Education and Sports caregiver quality indicators are not much emphasised in Karamoja. Findings: While the ECE learning framework wants caregivers to promote holistic development of children, the karimojong community wants caregivers to focus more on their culture. A good ECE caregiver for Karamoja should be able to honour the histories, culture, language, traditions, child rearing practices and lifestyle choices of the communities.Unique contribution to theory practice and policy: The findings indicate that there is need for stakeholders to work together to identify the caregivers ECE quality indicators then support in the designing, implementation and supervision of the ECE programmes for sustainability. If researchers use the strengths of communities, enshrined in their funds of knowledge, we are more likely to tap into their reserve support for ECE interventions. The social capital theory therefore when correctly implemented helps the caregivers and the education sector in working collaboratively with the parents in the setting up systems that aim at sustainable ECE programmes in the communities.

scholarly journals Problematika Penerapan Kurikulum 2013 pada Lembaga Pendidikan Anak Usia Dini di Kecamatan Bululawang

2017 ◽  
Vol 4 (1) ◽  
pp. 31
Author(s):  
Nurias Zetya Nawang Lupi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Research Method ◽  
Education Institution ◽  
Learning Activities ◽  
Educational Goals ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
In The Beginning ◽  
Early Childhood Institutions

<p>The Problem of Application of Curriculum 2013 At Early Childhood Education Institution In Bululawang Subdistrict. The curriculum is seen as the heart of an educational program. The curriculum can be viewed as a strategy and means designed to achieve nationally defined educational goals. All educators and managers of the early childhood should understand the framework and structure of curriculum 2013 Early Childhood Education for the implementation of early childhood programs in accordance with the goals set. But at this time there are still many early childhood education institutions that are still not able to apply the 2013 curriculum on learning activities. Seeing that, the researcher is interested to examine the problems of implementing the curriculum of early childhood institutions in kec. Bululawang Kab. Poor. This research uses qualitative research method, this research is conducted for 3 months, the problems are in the beginning starting from planning, implementation and evaluation of curriculum 2013 in PAUD institution. In the district of Bululawang Kab, Malang in the implementation of the lesson is still not much that apply the curriculum K13 due to lack of pemahan about curriculum 2013. In the implementation of the curriculum in 2013 the most important role is educators, the level of creativity of educators will affect the implementation of learning fun for children more creative teachers in conveying materials in the learning process, the easier the learner will receive the material delivered, that's where the success of the implementation of the 2013 curriculum in PAUD institutions.</p>

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