childhood education
Recently Published Documents


TOTAL DOCUMENTS

7895
(FIVE YEARS 4625)

H-INDEX

53
(FIVE YEARS 16)

2022 ◽  
Vol 1 (1) ◽  
pp. 40-46
Author(s):  
Rikha Surtika Dewi ◽  
Maesaroh Lubis ◽  
Elfan Fanhas F Khomaeny ◽  
Fajar Nugraha ◽  
Nandh Anggarasari

The COVID 19 pandemic has made various changes in people's lives, also on Early Childhood Education. The Children hve been affected both directly and indirectly in formal and non-formal education, both education by parents and related institutions. Early Childhood Education and components of the system of education encountered various obstacles related to the implementation of children's activities during social restrictions. Referring to this problem, this Community Partnership Program activity is intended as an effort to anticipate obstacles that occur in Early Childhood Education during the pandemic situation. This Community Partnership Program is implemented through the Psychoeducation Activity Program which focuses on Early Childhood Education. The Psychoeducation Program use an intervention method that can be applied to individuals, families, and groups that focus on educating participants about significant challenges in life, helping participants develop sources of support and social support in facing, and developing coping skills to face these challenges


Retos ◽  
2022 ◽  
Vol 45 ◽  
pp. 12-19
Author(s):  
Loreto Chihuailaf Vera ◽  
Felipe Nicolás Mujica Johnson ◽  
Rocío Fernanda Concha López

  La educación formal puede ser entendida como una actividad cultural que es influenciada por múltiples perspectivas epistemológicas que están presentes en la sociedad. Además, cada nación tiene sus propias particularidades en función de su propia historia y ciudadanía que son únicas. Unas de las corrientes teóricas que ha tenido un auge pedagógico en los últimos años en América Latina es la perspectiva feminista, promoviendo la igualdad de género. Considerando dicho contexto, se desarrolló el presente ensayo cuyo objetivo es analizar desde una perspectiva crítica y de género cuatro documentos ministeriales chilenos sobre psicomotricidad y corporalidad en edad infantil. Los análisis reflejaron que existe una marcada tendencia conductista, positivista, neoliberal y acrítica en torno al género, la psicomotricidad y la corporalidad en los textos ministeriales considerados. De este modo, se estaría promoviendo una educación infantil que asume una actitud pasiva ante las injusticias sociales y los estereotipos de género de corte patriarcal. En este sentido, se estaría reproduciendo, en el profesorado y en el alumnado infantil, una racionalidad curricular técnica y tradicional. Abstract: Formal education can be understood as a cultural activity that is influenced by multiple epistemological perspectives that are present in society. In addition, each nation has its own particularities based on its own unique history and citizenship. One of the theoretical currents that has had a pedagogical boom in recent years in Latin America is the feminist perspective, promoting gender equality. Considering this context, this essay was developed with the objective of analyzing from a critical and gender perspective four Chilean ministerial documents on psychomotricity and corporeality in early childhood. The analyses showed that there is a marked behaviourist, positivist, neoliberal and uncritical tendency towards gender, psychomotor skills and corporeality in the ministerial texts considered. In this way, it would be promoting an early childhood education that assumes a passive attitude towards social injustices and patriarchal gender stereotypes. In this sense, a technical and traditional curricular rationality is being reproduced among teachers and children.


2022 ◽  
Vol 5 (1) ◽  
pp. 11-27
Author(s):  
Mukamana Claudete ◽  
◽  
Dr. Mukamazimpaka Marie Claire ◽  

The effective provision of basic education in Rwanda increases the competition level among graduates which promotionally improves the socio-economic transformation of communities. The purpose of this study therefore was to establish the effect of early childhood education on socio-economic transformation of communities in Nyamasheke district in Rwanda. The target population was 368 respondents that provided the sample size of 192 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. The study findings revealed there is 31% of accessibility of ECE able to affect the level of socio-economic transformation of communities as indicated by the R square = .310 and the remaining 69% of socio-economic transformation of communities can be affected by other factors. However, it was found that, there is a statistically significant moderate relationship between accessibility ECE and socio-economic transformation of communities (P=.000 and r = .555). The study recommended the ministry of education which represents the government in the sector of Education should provide the adequate infrastructures of ECE schools in Nyamasheke district to improve and make easy accessibility of ECE in the area thus also increase the literacy level. The non-governmental organizations should invest more in ECE of Nyamasheke district in order to develop youth who are competent and able to compete at the labour market. Keywords: Early Childhood Education, Socio-economic transformation, Communities


Author(s):  
Ahlam A. Alghamdi

AbstractThis study explores Saudi teachers’ beliefs about STEAM education in early childhood education settings. The study sample consisted of 245 teachers working in kindergartens. The participants completed a survey comprising twelve items to elaborate teachers’ beliefs toward implementing STEAM practices in their classrooms, as well as four close-ended questions to evaluate teachers’ knowledge of and familiarity with the terminology of STEAM education and their professional training in STEAM-related content. The findings reveal overall positive beliefs toward STEAM education for young children and rather moderate beliefs regarding the implementation of STEAM practices. The results also reveal that teachers were somewhat familiar with the term STEAM; however, they reported limited knowledge of the integration process and basic strategies and skills needed for its implementation. The results also demonstrate that the majority of the Saudi teachers participating in this study believed they needed additional professional development and training regarding STEAM implementation. A chi-square test indicated statistically significant associations between teachers’ knowledge of STEAM education and their beliefs and between teachers’ previous professional training in STEAM education and their beliefs. The implications and future recommendations are also discussed.


Author(s):  
Jessie-Lee D. McIsaac ◽  
Marla E. Smith ◽  
Joan Turner ◽  
Christine McLean ◽  
Mary Jane Harkins

AbstractPan-Canadian efforts to support universal access to quality early childhood education and care (ECEC) for families are underway. Focusing on a universally available ECEC program in Nova Scotia, this study explored the impact of the perceived value of this publicly funded ECEC program on parental decisions for enrollment. A thematic analysis of data from focus groups and interviews (n = 42 families represented) from two separate, but related studies, revealed themes (Ease of access, Communication, Supporting familiarity with school and Early learning) which provide insight on the value that parents place on a universal ECEC program and may help to inform other jurisdictions.


Sign in / Sign up

Export Citation Format

Share Document