scholarly journals Influencia de la ansiedad en la formación inicial del maestro de educación infantil / / / \ \ \ Influence of anxiety on the initial training of early childhood teachers

2021 ◽  
pp. 392
Author(s):  
María-Camino Escolar-Llamazares ◽  
Cristina Di Giusto Valle ◽  
Isabel Luis Rico ◽  
Tamara De la Torre Cruz ◽  
Esther Ruiz Palomo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Early Childhood Education ◽  
University Students ◽  
Teaching Performance ◽  
Childhood Education ◽  
Castilla Y Leon ◽  
Palabras Clave ◽  
The Future ◽  
Estudiantes Universitarios

R Resumen: Es conocido que la ansiedad interfiere en el rendimiento académico de los estudiantes universitarios y, por lo tanto, disminuye la adecuada adquisición de las competencias -genéricas y específicas- que los distintos grados universitarios establecen. La adquisición de dichas competencias se puede ver beneficiada de la implementación de metodologías activas que ayuden a configurar el futuro desempeño docente de los estudiantes de educación, contribuyendo al desarrollo de una educación para el desarrollo sostenible. El objetivo principal de este trabajo fue evaluar cómo afecta la ansiedad en la adquisición de dichas competencias en 23 alumnas del grado en Maestro de Educación Infantil de una universidad pública de Castilla y León durante el curso académico 2019-2020. Se concluye que la aplicación de metodologías activas contribuye a la correcta adquisición de las competencias en estudiantes universitarias, lo que fomenta su futuro desempeño docente y en consecuencia la futura promoción de la sostenibilidad. Igualmente, se concluye que la ansiedad interfiere en una correcta adquisición de las competencias, disminuyendo el rendimiento académico. Por lo tanto, como implicación teórica se sugiere la necesidad de renovar y reformular los planes universitarios para incluir competencias de sostenibilidad en el aprendizaje y de manejo de emociones.   Palabras clave: estudiantes universitarios, educación infantil, competencias, rendimiento académico, sostenibilidad. Abstract: It is known that anxiety interferes with the academic performance of university students and, therefore, diminishes the adequate acquisition of the competences (generic and specific) that the different university degrees establish. The acquisition of these skills can benefit from the implementation of active methodologies that help shape the future teaching performance of education students. This aspect will contribute to the development of an education for sustainable development. The main objective of this work was to evaluate how anxiety affects the acquisition of these competences in 23 students of the degree in Early Childhood Education Teacher from a public university in Castilla y León during the 2019-2020 academic year. It is concluded that the application of active methodologies contributes to the correct acquisition of competences in university students, which encourages their future teaching performance and consequently the future promotion of sustainability. Likewise, it is concluded that anxiety interferes in the correct acquisition of competences, reducing academic performance in the whole of the subject. Therefore, there is a need to renew and reformulate university plans to include sustainability competencies in learning and emotion management.   Key words: university students, early childhood education, skills, academic performance, sustainability.

scholarly journals DESARROLLO PSICOMOTRIZ EN LA INFANCIA Y EL DESEMPEÑO DOCENTE

2018 ◽  
Vol 6 (1) ◽  
pp. 33-38
Author(s):  
Edgar Froilán Damián Núñez ◽  
Zoila Noemí Merino Acosta ◽  
Neptali Antony Reyes Cabrera ◽  
Nalda Guadalupe Damian Nuñez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Performance ◽  
Childhood Education ◽  
Palabras Clave

La presente investigación tiene como fin establecer si existe relación entre el desarrollo psicomotor de los estudiantes en la educación inicial (pre escolar), y el desempeño docente a partir de los roles que estos deben cumplir para que las competencias de los niños se desarrollen de la mejor manera, estos fines se elaboró fichas de observación, para ambas variables, las cueles fueron aplicadas a 10 docentes y 90 estudiantes de centros educativos iniciales del distrito de Independencia pertenecientes a la UGEL N° 02 en el año 2014. Los resultados tras el análisis estadístico muestran que no existe relación entre ambas variables con un coeficiente de correlación de Pearson de 0,319 a pesar de que el coeficiente de significancia bilateral es de 0.02. Palabras clave: Psicomotricidad, infancia, desempeño, docente. ABSTRACT The purpose of this research is to establish whether there is a relationship between the psychomotordevelopment of students in early childhood education (pre-school), and the teaching performance ofinitial education roles for children's competencies. For this end, observation cards were elaborated forboth variables, which were applied to 10 teachers and 90 students from the initial educational centersof the district of Independencia (belonging to UGEL N ° 02 in 2014). The results after the statisticalanalysis demonstrated that there is no relationship between both variables with a Pearson correlationcoefficient of 0.319 despite the fact that the coefficient of bilateral significance was 0.02.r.

scholarly journals Pelaksanaan Kebijakan Akreditasi PAUD

2020 ◽  
Vol 3 (01) ◽  
pp. 46-54
Author(s):  
Irjus Indrawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Institutional Quality ◽  
Level Of Education ◽  
Childhood Education ◽  
The Future

Early childhood education is a coaching effort for children (0-6 years old) by providing education to grow and develop students’ physical and spiritual, so they are able to step forwards to the next level of education. Having a qualified institution, there should be well-managed and be accredited. Accreditation is crucial for the institutional quality. The qualified institution is greatly expected to creat qualified generation in the future.

scholarly journals A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

2016 ◽  
Vol 23 (1) ◽  
pp. 81
Author(s):  
Daniele Saheb ◽  
Daniela Gureski Rodrigues
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
National Curriculum ◽  
Pedagogical Practice ◽  
Public And Private ◽  
The Public ◽  
Childhood Education ◽  
Palabras Clave ◽  
Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista. Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica.  THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes.  The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept. Keywords: Environmental Education. Childhood Education. Pedagogical practice.   LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este   estudio   tiene   como   objetivo   plantearse   como   problema   las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales   los   instrumento   utilizados   fueron   entrevistas,   análisis   de   la propuesta   pedagógica   y   observación   del   entorno   educativo.   La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación  para el   trabajo interdisciplinario  entre la  Educación Ambiental   y   la   Educación   Ambiental   en   la   Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado   concuerda   con   la   importancia   de   la   inclusión   de   la Educación Ambiental a la Educación Infantil donde alega trabajar con   el   tema   en   sus   clases.   Las   observaciones   del   medio ambiente demuestran     actividades   enfocadas   sobre   todo   a   la   reutilización   de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró   todavía   dominante   en   los   discursos   y   en   la   práctica pedagógica una concepción de molde reduccionista y naturalista. Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica. 

scholarly journals Dinamika Perubahan Kurikulum: Kebijakan Perubahan Kurikulum 2013 PAUD

2017 ◽  
Vol 1 (1) ◽  
pp. 39-52
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Curriculum Implementation ◽  
Early Childhood Curriculum ◽  
National Education ◽  
Childhood Education ◽  
The Future ◽  
The Times

One of the educational problems in Indonesia is the curriculum. Along with the development and challenges of the times, the curriculum is always run into changing, as well the systemic and purposefull development. the curriculum implementation should be able to realize the vision, mission, and goals of national education gradually. the most basic of change and development of curriculum  is changing and developing early childhood curriculum. because the quality of Early Childhood Education determines the quality of Indonesian human resources (HR) in the future, one of which is the 2013 early childhood curriculum. currently early childhood education has had its own curriculum, because during this time early childhood education doesn't have an curriculum. the 2013 Early Childhood curriculum  is expected to encourage the development of learners optimally.

scholarly journals Kia whakatōmuri te haere whakamua: ‘I walk backwards into the future with my eyes fixed on my past’

2016 ◽  
Vol 17 (4) ◽  
pp. 387-398 ◽  
Author(s):  
Lesley Rameka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Movement Time ◽  
Academic Practice ◽  
Childhood Education ◽  
The Past ◽  
Cultural Concepts ◽  
The Future ◽  
The Individual

This whakataukī or ‘proverb’ speaks to Māori perspectives of time, where the past, the present and the future are viewed as intertwined, and life as a continuous cosmic process. Within this continuous cosmic movement, time has no restrictions – it is both past and present. The past is central to and shapes both present and future identity. From this perspective, the individual carries their past into the future. The strength of carrying one’s past into the future is that ancestors are ever present, existing both within the spiritual realm and in the physical, alongside the living as well as within the living. This article explores Māori perspectives of the past and the models and inspiration they offer. In this way, it provides a critique of the practices in early childhood education, highlighting the importance of cultural concepts and practices, and discusses implications for both teaching and academic practice.

scholarly journals Early Childhood Education in 2002: Pathways to the Future

2002 ◽  
Author(s):  
Carmen Dalli ◽  
Sarah Te One
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Strategic Plan ◽  
Policy Statement ◽  
Collaborative Relationships ◽  
Government Action ◽  
Childhood Education ◽  
Early Childhood Policy ◽  
The Future

In September 2002, the New Zealand Government released Pathways to the Future: Ngā Huarahi Arataki, its policy statement in support of the ten-year strategic plan for the early childhood education sector. The document identifies three core goals as a focus for government action: increasing participation in quality early childhood education (ECE) services; improving quality of ECE services; and promoting collaborative relationships. This article positions Pathways to the Future within the broader context of recent early childhood policy and current discourse about children and children’s rights. It discusses the policy strategies implemented during 2002 in support of the three core goals of the strategic plan, and reviews gains and remaining challenges.

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