Early Education Innovation at Elementary School in Pandemic Covid 19 Era

The Grand Convalescene event was divided into handbook socialization and webinars with "Kesiapan Pendidikan Era New Normal" as the theme. The purpose of this event is to provide education, especially in the medical field, about preventing the spread of the COVID-19 and to prepare teachers and their staff to face the New Normal era. The method used in the community service activities was an online webinars, in the form of socialization and evaluation using questionnaire. The results of the analysis carried out using the questionnaire showed that by holding this event, participants became more aware of all forms of information that could help them understand COVID-19 prevention and preparation for the New Normal era. The conclusions of this activity were socialization activities provide benefits for the community and teachers in understanding the conditions in the New Normal era, then this activity helps the community and teachers to prepare themselves for facing the New Normal era, and finally helps the community and teachers in understand the prevention of COVID-19.

Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image

European quality framework for early childhood education and care calls for creating environments that support all children’s sense of belonging. This study aims to advance empirical knowledge on educators’ interpretations of children’s belonging in early education settings. The study is part of a project conducted in five European countries – Finland, Iceland, the Netherlands, Norway and Sweden. The following research question guides the study: How do educators interpret children’s belonging in early education across borders? The study draws from the theory of the politics of belonging by Yuval-Davis and employs ‘thinking and talking with an image’ as a methodological approach. The findings explicate educators’ taken-forgranted categorisations, thus portraying their views about educational settings as sites for children’s belonging. Opposing, joint play and being alone were identified as emotionally loaded interactions that educators interpreted as significant for children’s belonging. The educators emphasised democratic values, such as diversity, participation, equality and equity. However, they viewed diverse tensions in embodying democratic values in a diverse group. The shared basis of the profession appeared as a more significant basis for educators’ interpretations than the different societal contexts. The study encourages educators and researchers in European countries to collaborate in promoting children’s belonging.

Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education

Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.

Od Jana Amosa Komeńskiego do Jeana Frédérica Oberlina – od idei do praxis

Resulting from his reflections on education and shaped by the idea of pansophism, the phenomenon of Comenius' pedagogical thought for centuries not only had an impact on the development of the subsequent philosophical trends forming the (perennial) educational exemplar but also it indicated the direction of the essential educational reforms. One of the inheri-tors of Comenius' pedagogical visionary was the author of Poêles à tricoter - John Frederic Oberlin. In his archetype of kindergarten, a reflection of Comenius' idea related to the early education can be found, which was included in Informatorium scholae maternae ('On early education'), which Oberlin puts into a language of pedagogical praxis. Comenius' ideas of religious-ethical education, child’s multisided development and education leading to child's readiness to be a pupil were given not only an application character but also an institutional form by Oberlin. Initiated by Oberlin in Ban de la Roche in 1769 on the pages of Poêles à tricoter and referring directly to Comenius' reflections, the educational solutions commenced the new era in the history of education.

The Intersection of Reproductive, Work-Life Balance and Early-Education and Care Policies: ‘Solo’ Mothers by Choice in the UK and Spain

This article focuses on women who have opted to be mothers on their own by choice in the UK and Spain, and how their access to assisted reproductive technologies in the National Health Service was affected because they were 35 years old or older, forcing them to go to private clinics for their treatment. Having given birth to their children, the participants face a second obstacle: the lack of policies that support work-life balance. A third obstacle also arises, in the form of a lack of childcare and early-education provision, particularly in the UK. The last two obstacles affect the whole population, but they are intensified in the case of solo-mother-families where the mother is responsible for simultaneously being the caregiver and the sole economic provider. Solo motherhood by choice highlights the impact of the absence of these policies, and the inequalities that result from current contemporary conceptualizations of family, woman and early-childhood-care and education. This article draws on ethnographic research that took place in the UK and Spain where I conducted 60 in-depth interviews and participant observations. The aim is to provide an analysis capable of capturing and confronting how inequalities affect women-mothers-workers and their children.

Examining the intersection of child protection and public housing: development, health and justice outcomes using linked administrative data

Objective: We described development, health and justice system outcomes for children in contact with child protection and public housing. Design: Descriptive analysis of outcomes for children known to child protection who also had contact with public housing drawn from the South Australian (SA) Better Evidence Better Outcomes Linked Data (BEBOLD) platform. Setting: The BEBOLD platform holds linked administrative records collected by government agencies for whole-population successive birth cohorts in South Australia beginning in 1999. Participants: This study included data from birth registrations, perinatal, child protection, public housing, hospital, emergency department, early education, and youth justice for all SA children born 1999-2013 and followed until 2016. The base population notified at least once to child protection was n=67,454. Primary outcome measure: Contact with the public housing system. Secondary outcome measures: hospitalisations and emergency department presentations before age 5, and early education at age 5, and youth justice contact before age 17. Results: More than 60% of children with at least one notification to child protection had contact with public housing, and 60.2% of those known to both systems were known to housing first. Children known to both systems experienced more emergency department and hospitalisation contacts, greater developmental vulnerability and were about 6 times more likely to have youth justice system contact. Conclusions: There is substantial overlap between involvement with child protection and public housing in SA. Those children are more likely to face a life trajectory characterised by greater contact with the health system, greater early life developmental vulnerability, and greater contact with the criminal justice system. Ensuring the highest quality of supportive early life infrastructure for families in public housing may contribute to prevention of contact with child protection and better life trajectories for children.

Sense of Support in the Work of Early Education Teachers from Big Cities and Small Towns / Villages: Perspective of Inclusive Education Children with Disabilities in Poland

Inclusive education is a challenge for educational systems around the world. The major issue affecting inclusive education is the limited support for teachers in implementing inclusive education and working with diverse students.The primary aim of this study was to define the differences in the subjective sense of professional support (institutional and non-institutional) of early education teachers from big cities and small towns/villages in Poland via the survey research method.There is a significantly higher reported sense of support in the workplace for early education teachers from big cities compared to small towns/villages in Poland. Regarding the investigated institutional support categories, only support from trained professionals in the education of students with special educational needs (outside the didactic process) and support from other teachers (within the didactic process) was significantly different and ranked higher in teachers from big cities. For the non-institutional support categories, only support from friends and acquaintances was significantly higher in the early education teachers from big cities. Moreover, the poor network of specialist support in small towns/villages in Poland may further exacerbate the inequalities observed in the success of implementing the inclusive education idea.