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Search Results: 1 - 10 of 29783 matches for " Early Childhood Education "
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Metacognition as Methodology for Continuing Education of Teachers  [PDF]
Evelise Maria Labatut Portilho, Giovanna Beatriz Kalva Medina
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.71001
Abstract: In Brazil, the discussion on teacher education has been expanding and deepening due to numerous factors, including the quality of education and teachers’ professional development. As a consequence, it is observed a decrease in demand for the teaching career and the students’ low performance in national and international research on learning assessment. Therefore, there is an urgent need for investment in the continuing teacher education, considering the meeting of peers in their own context in which the pedagogical action happens. This article presents the research developed in a Municipal Early Childhood Center of Curitiba/Paraná/Brazil, aiming to describe and interpret the metacognitive methodology used in continuing education of 32 teachers, according to hermeneutic phenomenology. The thematic and dynamic observation records performed in 6 meetings with the participants were used as the research instrument. The results indicate that the participants have, in principle, resistance to a new model of continuing education, mainly because it runs away from the routine established in the institution and by the unfamiliarity with the reflective practice. On the other hand, an aspect highlighted by the group was the opportunity they had to relate the life experience with the work experience. The data confirm that metacognition as methodology for continuing education gives space within the institution so that teachers can talk, listen, discuss and learn with their peers; as well as it enables to look at themselves and at their professional performances, with view to joint and effective actions.
Early Childhood Care and Education in Botswana: A Necessity That Is Accessible to Few Children  [PDF]
Tapologo Maundeni
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A1008

Early Childhood Care and Education (ECCE) programs are essential because they boost children’s perceptual, physical, mental, linguistic, emotional, social and intellectual development. Despite the benefits of ECCE, such programs are accessed by just a handful of children in the context of Botswana. Hence a majority of children who are eligible for ECCE programs tend to miss out on the benefits of such programs. The purpose of this paper is three-fold. First, it provides brief background information about the development of ECCE in the country. Second, it discusses why and how little attention has been paid to ECCE in the country. Third, it highlights implications of excluding many children from ECCE. The author concludes by making several suggestions that could go a long way to ensure that children eligible for ECCE have access to ECCE programs of good quality.

Influences of Confucianism on Chinese Parents’ Experience with Early Childhood Education  [PDF]
Shaohua Hong, Andrew Howes
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.27007
Abstract: Confucian concepts have long been seen as reflecting the main component of Chinese cultural civilization, which started in around 500 B.C. after Confucius passed away. There have been two significant Confucian movements. The earlier one appeared in the 12th century, during the regime of the Song Dynasty, and the later one started in the 20th century. These movements were both generally called new Confucian or Neo-Confucian. The rise of neo-Confucian thinking affects people from various aspects, including the way Chinese parents experience their child’s early childhood education. This paper attempts to understand how Confucianism influences Chinese parents’ experience with Early Childhood Education (ECE) by drawing upon a longitudinal study with a father from Urumqi, North-West of China, who sent his child to a local Confucian concept kindergarten, analysing tensions and contradictions within his experience. A series of in-depth interviews have been held with him over a period of a year, in particular relating to his selection of kindergarten and on-going perspectives. It has been revealed from this father’s testimony that his experience is a process of going through a hybrid of cultural influences, which are Confucianism, Positivism and Western concepts. It has also been proved that his constant learning of Confucianism had an unavoidable influence on his experience. Moreover, his growth to personal maturity was also intertwined together with Confucianism, which therefore strengthened his commitment to Confucianism.
Challenges for Early Childhood Education: “Proinfancia”—From Policy to Practice  [PDF]
Maria Fernanda Rezende Nunes, Fernanda Bezerra de Almeida, Leandro Henrique de Jesus Tavares
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.72022
Abstract: This text is part of the research carried out in seven units of the National Program for Restructuring and Acquisition of Equipment for the Public School Network of Early Childhood Education (Proinfancia) in operation in the state of Rio de Janeiro. The research aimed to identify the deployment process of the federal program in municipalities, from the organization of enrollment to the arrangements of physical space and the routine for the care of children from 0 - 3 years and from 4 to 5 years, in the units investigated in the state. The methodology consisted of interviews with managers, members of education departments and teachers, participant observation in the units and photographic records of the educational spaces. The combination of information, images and testimonies of those involved in interviews and field observations produces a body of knowledge and leaves clues regarding Infant Education in Rio de Janeiro. Among the findings, we can see both a standardization of routines and a distribution of time centered on an institutional logic that is distant from the needs of children, indicating the possibility of precocious schooling of children in progress. It also shows an organization impregnated with an impoverished model of schooling, with many meaningless lettering, numbering and copying activities and the rare presence of books and toys. Although progress has been made in educational policies which are more in keeping with the population’s needs and drawn from theoretical advances and research results, practical implementation of these is still the weak point for the fulfillment of the political agenda for Early Childhood Education. This paper is organized into three sections: the first contextualizes the research and Early Childhood Education policy in Brazil; the second addresses the methodological options and observed practice, with respect to the role of Early Childhood Education in the institutionalization process; the final considerations look at ways to approach child and adult education based on the results found.
Development of Efficiency Management System for Private Kindergarten Schools in Samutprakan Province, Thailand  [PDF]
Praserd Sawaddemongkol, Kanchana Boonphak, Narong Pimsarn
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.87079
Abstract: The development of young learners to become adults who positively contribute to society is crucial to human prosperity and sustainability. As kindergarten is the educational level where learners begin this development, the importance of efficient kindergarten school management is undeniable. This research studied issues relevant to management of private kindergarten schools in Samutprakan province, Thailand, to determine positive factors supporting management of such schools and to develop an effective management system for them. Data were collected from a sample group consisting of local private kindergarten school administrators and teachers using questionnaires, as well as from a focus group of 8 experts in fields pertinent to early childhood education. Results revealed several factors, most notably knowledge and skills of teachers and the leadership of administrators, that greatly affect efficient management. These factors, along with clear management mission principles and the application of the Deming Cycle, were synthesized into a management system that can be utilized in private kindergarten schools in Samutprakan.
Towards Sustainable Access to Early Childhood Development in Zambia: Re-Envisioning the Role of Community Based Early Childhood Programs in Promoting School Readiness  [PDF]
Beatrice Matafwali, Tamara Chansa-Kabali
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.86065
Abstract: The study examined the influence of community based early childhood education on children’s’ literacy and cognitive skills. The study sought to investigate whether children who attended the community based early childhood programmes were ahead of their peer who did not attend any programmes. The method used was quantitative in nature. The total sample was approximately two hundred and thirty-one. These were divided into treatment and control groups. The skills measured included early literacy—letter naming, fine motor skills, receptive and expressive language and cognitive skills—Rapid Automa-tised Naming (RAN), problem solving and attention skills. Other moderating factors included age, gender and socioeconomic status. On early literacy outcomes, SES and ECE attendance strongly predicated letter naming while age, SES and ECE predicted fine motor skills. ECE and socioeconomic status predicated expressive language while none predicted receptive language. Predictors for cognitive skills were SES for Rapid Automatised Naming (RAN); age, SES and ECE attendance predicted problem solving skills. None of the predictors explained variation for the attention skills. Children attending the community based ECE programmes in rural areas are ahead of their counterparts with no ECE exposure and are better prepared for school compared to those that do not. Implications of the findings are discussed.
An Integrated Approach to Early Childhood Education and Care and Integration within Education: The Brazilian Experience  [PDF]
Lenira Haddad
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.72026
Abstract: This paper aims at analyzing the premises that shape a model for an integrated approach to early childhood education and care and those that shape the integration of ECEC services within Education, considered here as two distinct movements. In previous study (Haddad, 2002), I defended the idea that wide world events such as the Cold War, the Western cultural revolution of the 1960s and 1970s and Globalization clearly influenced the adoption of a more or less integrated approach to ECCE. Now I shall argue that while an integrated approach to education and care is nourished by the ideals propagated by the counter-cultural revolution of the 60s, the integration within education is part of a globally structured agenda for education (Dale, 2000). The study is also oriented by the paradigm proposed by Cochran (1993) that policies and programs are a combination of causal factors and mediating influences, which components co-mingle and produce distinct combinations, which change over time. The main finding is that in the global structured agenda to education there is very small room for issues related to family life, gender equality and conciliation between work and family responsibilities. Basically, ECEC within education implies its legitimation as the first stage of basic education, and not as an integrated policy for ECEC.
The TangibleK Robotics Program: Applied Computational Thinking for Young Children
Marina U. Bers
Early Childhood Research & Practice , 2011,
Abstract: This article describes the TangibleK robotics program for young children. Based on over a decade of research, this program is grounded on the belief that teaching children about the human-made world, the realm of technology and engineering, is as important as teaching them about the natural world, numbers, and letters. The TangibleK program uses robotics as a tool to engage children in developing computational thinking and learning about the engineering design process. It includes a research-based, developmentally appropriate robotics kit that children can use to make robots and program their behaviors. The curriculum has been piloted in kindergarten classrooms and in summer camps and lab settings. The author presents the theoretical framework that informs TangibleK and the “powerful ideas” from computer science and robotics on which the curriculum is based, linking them to other disciplinary areas and developmental characteristics of early childhood. The article concludes with a description of classroom pedagogy and activities, along with assessment tools used to evaluate learning outcomes.
The Association of Early Childhood Education and Care with Cognitive Learning Outcomes at 15 Years of Age in Finland  [PDF]
Aino Saarinen, Jari Lipsanen, Minna Huotilainen, Mirka Hintsanen, Liisa Keltikangas-J?rvinen
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.104033
Abstract: Background: We investigated whether child’s participation in early childhood education and care (ECEC) is associated with later cognitive learning outcomes at 15 years of age in Finland. Methods: The Finnish PISA 2015 data (N = 4634) was used. Learning outcomes in science, reading, mathematics, and collaborative problem-solving were evaluated with computer-based tests in 2015. Participation in ECEC and parental SES were assessed with questionnaires. Results: In any learning outcome, students who had only participated in preschool at 6 years of age did not differ from students who had started in ECEC at any other age between 1 - 5 years. Additionally, at a trend level, participation in ECEC before preschool had more beneficial effects on learning outcomes among students with high parental SES than low parental SES. Conclusions: ECEC before preschool is not associated with learning outcomes at 15 years of age in Finland. ECEC may not have compensatory effects for children coming from socioeconomically disadvantaged families in Finland. In the future, it is necessary to further investigate which factors might diminish the inequality in learning outcomes between children coming from different family background. In particular, more research is needed about the influence of both societal factors (e.g. integration of immigration families, psychosocial family environment, gender-specific factors) and child-care related factors (e.g. special education; individually tailored day care programs for high-risk children).
Guest Editorial: Child Developmental Perspectives in Engineering Education
Demetra Evangelou
Early Childhood Research & Practice , 2011,
Abstract: This introduction to the science, technology, engineering, and mathetmatics (STEM) issue of Early Childhood Research & Practice attempts to pose questions and point to some of the possible answers regarding engineering education and STEM education in general.
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