scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

An International Perspective on Child Day-Care Health

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1085-1087
Author(s):  
Patrick Olin MD, PhD ◽  
B. N. Tandon ◽  
Julius S. Meme ◽  
E. Lee Ford-Jones ◽  
Mark Belsey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Focal Point ◽  
Community Organizations ◽  
International Labor Organization ◽  
Childhood Education ◽  
International Panel ◽  
The World ◽  
Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

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 Relaciones escuela-familia: una investigación cualitativa en España (p. 41-69)

2017 ◽  
Author(s):  
María Luisa García Rodríguez ◽  
Natalia Paíno Sánchez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Methodology ◽  
Childhood Education ◽  
The People ◽  
Education Degree ◽  
Investigación Cualitativa ◽  
The University

Durante a permanência em dois centros educativos para cursar as disciplinas de formação básica Prática I e Prática II, do Mestrado em Educação Infantil da Universidade de Salamanca (Espanha), observaram-se desconsiderações, por parte das famílias, em relação às advertências das professoras. Coloca-se, assim, a conveniência de abordar o estudo das relações escola-família com o objetivo de contribuir para sua otimização. A indagação é abordada mediante a metodologia qualitativa, avaliada como a mais oportuna pela sua flexibilidade e sua grande riqueza de resultados. Coletaram-se os dados mediante entrevistas com professores/professoras e as famílias dos alunos entre 3 a 6 anos, de Salamanca e de Cáceres. Tal aproximação da realidade permitiu conhecer as sensações e vivências das pessoas entrevistadas. Mediante uma profunda análise da informação encontrada, chegamos a conclusões notáveis. Há coincidências em reconhecer que existem barreiras e um certo desencontro. Também se oferecem soluções para alcançar a harmonia e a coordenação entre ambas as instituições educadoras.Palavras-chave: Relações escola-família. Coordenação. Análise das soluções. Harmonia.AbstractDuring the stay in two Educational Centers to study the subjects Practicum I and Practicum II of the Early Childhood Education Degree at the University of Salamanca, thoughtlessness manners from the families to the warnings from the teacher are being observed. That way, it’s convenient to arise a study of the relationships between the School and the Families to contribute their improvement. The research has addresses through a qualitative Methodology. That Methodology is valued as the most accurate because of its wealthy results. Data was collected from different interviews with teachers, and 3-6 years-old students’ parents from Salamanca and Cáceres. The proximity to their reality allowed to know the feelings and experiences of the people interviewed. The conclusions arrived after a deep analysis of that information were coincident and remarkable. There is a recognized barrier in the relationships. There are also solutions to get the harmony and the coordination within both educational institutions.Keywords: Relationships between school and families. Coordination. Solution analysis. HarmonyResumenDurante la estancia en dos centros educativos para cursar las asignaturas de formación básica Prácticum I y Prácticum II de la titulación de Grado en Maestro de Educación Infantil de la Universidad de Salamanca (España), se observan desconsideraciones por parte de las familias hacia las advertencias de las maestras. Se plantea así la conveniencia de abordar el estudio de las relaciones Escuela-Familia con el objetivo de contribuir a su optimización. La indagación se aborda mediante metodología cualitativa. Se valora como la más oportuna por su flexibilidad y su gran riqueza de resultados. Se recogieron los datos mediante entrevistas a maestros/as y familias de alumnado de 3 a 6 años de Salamanca y de Cáceres. Dicha aproximación a la realidad permitió conocer las sensaciones y vivencias de las personas entrevistadas. Tras un profundo análisis de la información hallada se llegó a notables conclusiones. Se dan coincidencias en reconocer que existen barreras y cierto desencuentro. También se ofrecen soluciones para alcanzar la armonía y coordinación entre ambas instituciones educadoras.Palabras clave: Relaciones escuela-familia. Coordinación. Analise de las soluciones. Armonía.

scholarly journals Om modstand, frihed og myndigblivelse i daginstitutionen

2017 ◽  
Vol 1 (2) ◽  
pp. 15
Author(s):  
Line Togsverd ◽  
Jan Jaap Rothuizen ◽  
Hanne Hede Jørgensen ◽  
Stephan Weise
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Everyday Life ◽  
Day Care ◽  
Coming Of Age ◽  
Early Childhood Educators ◽  
Childhood Education ◽  
The World ◽  
At Home

ResuméI denne artikel udfoldes et pædagogisk begreb om modstand, der tager udgangspunkt i et forskningsprojekt, hvor vi, sammen med pædagogerne selv, har undersøgt pædagogers fortællinger om praksis, for at komme på sporet af deres forståelser af god pædagogik. Med afsæt i det empiriske materiale og teoretisk støtte i den pædagogiske opdragelsesfilosofi viser vi, hvordan barnets erfaringer med at opleve og komme overens med modstand, forstås som et produktivt og essentielt anliggende i daginstitutionspædagogikken. Artiklen giver indblik i en betydelig kompleksitet og dynamik forbundet med den måde, pædagogerne forstår og fortolker den pædagogiske opgave, det er, at støtte børnene i at engagere sig i en verden og et fællesskab og samtidig blive sig selv. Vi viser, hvordan pædagogernes fortolkninger har resonans i kulturelt overleverede pædagogiske narrativer om betydningen af at arbejde med barnets vilje, og udlæser et begreb om myndigblivelse, der ikke har fornuften som grundtone, men snarere det at ville sin vilje. Dermed peger artiklen på, at pædagoger opererer med en fortolkning og forståelse af god pædagogik, der er i samklang med Dagtilbudslovens brede formål om opdragelse til demokrati og selvstændiggørelse. AbstractAbout resistance, freedom and coming of age in early childhood education. In order to get an insight in the knowledge early childhood educators bring into play in their daily practices, we have explored about 200 stories from everyday life in Danish Day Care Institutions in collaboration with the pedagogues. What struck us in the analysis of the stories was that the pedagogical importance of resistance was repeatedly mentioned in the pedagogues search for realizing “good pedagogy” in everyday-life. The article points to pedagogues engagements in dealing tactfully with the resistance children encounter as a concern for children’s being in the world, more specifically: children’s ability to make themselves at home in the world (Cleary & Hogan, 2001; Gadamer, 2000). The article argues that engaging in such resistance in tactful ways is also a concern for a formation of the child’s will, enabling the appearance of the child’s subjectivity and the realization of promising children´s communities.

scholarly journals Analysis of Learning Styles (Kolb) in Students of the Degrees in Early Childhood Education and Primary Education within the Faculty of Education

TEM Journal ◽  
2021 ◽  
pp. 724-731
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Styles ◽  
Learning Style ◽  
Basque Country ◽  
Childhood Education ◽  
Faculty Of Education ◽  
The University ◽  
Specific Degree ◽  
Specific Learning

This research aimed to present the learning styles according to the model of Alonso, Gallego and Honey in university students of the Faculty of Education within the University of the Basque Country (Spain). With that objective, a sample of 434 students was chosen. The Honey-Alonso Learning Styles (CHAEA) questionnaire was used. The data obtained reflect that the four learning styles proposed by Kolb are distributed in a balanced way among the participating sample; they also reflect that it is not possible to attribute a specific learning style to a specific Degree, except with active learning and Early Childhood Education.

scholarly journals Training in Digital Skills in Early Childhood Education Teachers: The Case of the University of La Laguna

2020 ◽  
Vol 14 (20) ◽  
pp. 35
Author(s):  
David Pérez-Jorge ◽  
María del Carmen Rodríguez-Jiménez ◽  
Josué Gutiérrez-Barroso ◽  
Fátima Castro-León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Canary Islands ◽  
Communication Technologies ◽  
Continuous Training ◽  
Childhood Education ◽  
Information And Communication ◽  
The Government ◽  
The University

<p class="0abstract"><span lang="EN-US">Information and Communication Technologies (ICT) have become essential tools for the development of quality educational practices. The special situation of COVID-19 has evidenced the problem of the teacher training. This work investigates the perception of the future teachers of Early Childhood Education about the use of ICT and the policies developed by the Government of the Canary Islands regarding the provision of resources, materials and training. The study had a sample of 110 teachers in training from the University of La Laguna, the results showed agreement regarding the quality and quantity of training received, however, despite not showing interest in continuous training in ICT, they consider fundamentally mastering this competence to improve the quality of the educational response in the Canary Islands.</span></p>

scholarly journals Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

2020 ◽  
Vol 12 (8) ◽  
pp. 3204
Author(s):  
Juan Manuel Muñoz-González ◽  
Esther M. Vega-Gea ◽  
Cristobal Ballesteros-Regaña ◽  
María Dolores Hidalgo-Ariza
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Childhood Education ◽  
Theoretical Assumptions ◽  
Digital Stories ◽  
Education Degree ◽  
The University

The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions.

Culturally Responsive Indigeneity of Relations

2020 ◽  
pp. 68-81
Author(s):  
Lori Huston ◽  
Elder Brenda Mason ◽  
Roxanne Loon
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Early Childhood Education ◽  
Research Method ◽  
Culturally Responsive ◽  
Indigenous Research ◽  
Childhood Education ◽  
University Of British Columbia ◽  
The University ◽  
The Impact

This paper draws on the traditional sharing circle at the SPARK conference held at the University of British Columbia in 2019. The sharing circle was led by an Elder and two early childhood educators sharing knowledge from their perspectives and experiences of the Anishininiiwi Awaashishiiw Kihkinohamaakewi Niikaanihtamaakew Indigenous Early Childhood Education Leadership Program (IECELP). The sharing circle at SPARK was delivered in the Indigenous research method of a wildfire circle consistent with the summative research conducted across four First Nation child care centres to measure the impact of the IECELP. We propose alternative ways of transferring knowledge in Indigenous culturally responsive ways to be welcomed and encouraged in academia and in early childhood education.

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