Avaliação na educação infantil

This study aims to look at the extent to which the parents perception of the importance of early childhood education (ECD) in Pasar Rebo. Subjects were 105 parents of children aged 3-6 years, both of which have got in early childhood education services or who have not received services in early childhood education or early childhood education service of others. This study uses a quantitative approach and the data collection methods used are questionnaires through the distribution of scores perception of parents using standard deviation formula. The results showed that parents' perceptions of the importance of early childhood education is very important category, 24%, 28% important, 48% fairly important, not important 0%, and 0% very important. The results of these studies indicate that parents do not fully understand that early childhood education is important as an important foundation of individual life in the future. Perception can direct the attitudes and behavior of parents so that when the perception of parents on the importance of positive early childhood education, parenting can be carried out in accordance with the stages of its development.

This article discusses the importance of early childhood education and its relationship with society. Challenges such as access to education and lack of knowledge among parents are discussed. The role of the community in supporting early childhood education is emphasized, including providing a conducive environment and material support. Factors such as economic status, cultural beliefs, and social status can influence the relationship between education and society. This article concludes that quality education and a supportive community are essential for optimal development of children, especially in early childhood education. The purpose of this research is to discuss the importance of early childhood education and its relationship with society, as well as challenges and the role of society in supporting early childhood education. Some of the main issues discussed in the research are: 1. The importance of early childhood education and its role in child development. 2. Challenges in accessing early childhood education, such as access and lack of knowledge among parents. 3. The role of the community in supporting early childhood education, including providing a conducive environment and material support. 4. Factors influencing the relationship between education and society, such as economic status, cultural beliefs, and social status. 5. Efforts to increase public awareness about the importance of early childhood education and ensure that all children have access to quality education.
 Keywords: early childhood education, community, education policy

The research aims to analyze the dynamics of early childhood education, implementation of early childhood education, supporting and inhibiting factors for the implementation of early childhood education and the solution from the perspective of Islamic education. This research uses a qualitative approach with a case study type. The result is that the implementation of PAUD in the city of Palopo is carried out according to the rules. The quantity and quality are inadequate, due to a lack of facilities and infrastructure as well as teaching staff. Problems with implementing early childhood education in the city of Palopo include: Many parents of students still do not understand the importance of early childhood education, parents of students do not understand informal, non-formal and formal education, teachers who teach in PAUD institutions do not meet the qualifications academics, and scientific disciplines, the government's attention to the importance of early childhood education is still low. The solutions offered are: providing parents with an understanding of the importance of Early Childhood Education for child development, the need to increase the qualifications and competence of human resources in early childhood education institutions, and increase government involvement in the management of Early Childhood Education institutions. Keyword: Implementation, PAUD, Islamic Education

The importance of early childhood education as the process for building strong foundation for children’s further learning has been supported by scientific research. Currently, countries in Africa are incorporating early childhood development and education into their country development and policy plans. This study explored the post-war early childhood development through a critical ethnographic case study in order to identify and critically analyse the facilitators and barriers to early childhood development and education in Sierra Leone. A Bourdieuian theorization and analysis identified three main themes namely: Childhood Narratives, Values and Education and The Future. The themes contextualize the realities of childhood on the ground in Sierra Leone, revealing that despite how much children are valued they are rarely protected from the hardships of daily life. The study exposes the kind of structural constraints children, teachers, and families experience but at the same time, possibilities can be found in the form of agency, social action, and global as well as local educational initiatives for the advancement of early childhood education. Based on these findings, the study provides theoretical, policy and practical recommendations to bring about immediate transformation in early childhood development and education in this country.

The recognition of the importance of early childhood education (ECE) has been growing continuously in recent years. Early childhood institutions are where professional pedagogy and child-rearing practices meet first in someones' life (Tobin et al., 2009), it has great significance in education. Acknowledgement of the existence of the needs of young children's education is evident, however, we have limited chances to compare different education systems outside of Europe and the United States. Realizing this situation, we came to the conclusion that it is highly necessary and required to publish such an analytical issue in the Hungarian Education Research Journal. Teacher's views and their narratives of childhood are relevant if we aim to understand the fundamental differences of ECE institutions in any region or country. In our present investigation we collected data from Hungary, Laos and Malaysia in order to acquire greater knowledge on the conceptions of early childhood in the three countries. We assumed however that the teachers' qualification and the early childcare system is diverse, yet we have found similarities among the teachers' perception.

This community service activity aims to socialize the importance of early childhood education in developing children's potential. In carrying out this community service activity, the lecture method is used, namely through the technique of presenting socialization material, which was followed by a question and answer discussion between the presenters/resources and the participants. The low level of public awareness in participating in early childhood education services is due to a lack of information and heavy economic conditions/burden which means that early education is not a top priority for the community compared to food and clothing needs. This socialization activity needs to be carried out on an ongoing basis by involving various related parties (stakeholders), including the village government, mothers and PKK cadres, parents of children, the private sector and campuses so that they receive financial support, personnel and human resources to support carrying out similar activities. in the future. The implementation of socialization activities began with the presentation of the first speaker, then continued with the presentation of the second speaker and ended with a question and answer session for participants and presenters. This activity produces additional information for participants in the form of knowledge and understanding about the importance of early childhood education in developing children's potential. With this additional information, it is hoped that public awareness will increase in involving their children in early childhood education services.

Early Childhood Education (ECE) in India is a relatively new concept and has been gaining popularity in recent years. It is based on the belief that a child's formative years are the most important for his/her development. The focus of ECE in India is to provide children with a holistic, meaningful, and holistic learning experience. This experience is achieved through interactive, play-based activities that help the child to explore the world around them and develop their cognitive, social, emotional, and physical skills. In India, the Ministry of Education has been spearheading efforts to promote ECE. They have launched several initiatives and schemes such as the New Education Policy and the National Early Childhood Care and Education Scheme (NECCES) to promote access to ECE services. The government also provides financial assistance to schools, NGOs, and private institutions to open and run ECE centers. To ensure quality ECE, the government has drafted guidelines and regulations for ECE centers. These include standards for teacher qualifications, curriculum and assessment, physical infrastructure and environment, and safety and health standards. The government has also set up an accreditation system for ECE centers to recognize quality and ensure accountability. In addition to government initiatives, there are a number of NGOs, private institutions, and corporate organizations that are making efforts to promote ECE in India. These organizations are working to provide access to quality ECE and to raise awareness about the importance of early childhood education. Jammu and Kashmir have long been at the forefront of Early Childhood Education (ECE) in India.

The importance of early childhood education has now become the major focus of policy-making in national development agendas in many advanced and majority of poor economies. This push is based on overwhelming research evidence that quality early education builds strong foundation for further learning and reduces economic and social inequalities (Heckman JJ, Investing in disadvantaged young children is an economically efficient policy. Paper presented at the Committee for Economic Development, New York. Retrieved April 16, 2016, from http://jenni.uchicago.edu/Australia/invest-disadv_2005-12-22_247pm_awb.pdf, 2006; Heckman JJ, Moon SH, Pinto R, Savelyev P, Yavitz A, A new cost-benefit and rate of return analysis for the Perry preschool program: a summary, working paper. Retrieved from http://www.nber.org/papers/w16180.pdf, 2010). In Sierra Leone in West Africa, early childhood education is at an embryonic stage, and there are many issues that have impacted on its lack of advancement. This chapter explores the nature of early childhood development and education by focusing on the barriers and possibilities and to place it in center stage in the postwar reconstruction of Sierra Leone. This chapter argued that in a country influenced by a past, present, and future landscape; indigenous tradition; and postcolonial history, a post-conflict recovery can neither ignore early childhood education nor relegate it to the lower end of policy-making in the quest for economic development and national stability.

WATCHING the thousands of sandhill cranes that stop over as part of their annual migration triggers an appreciation for the impressive patterns that occur in nature. Year after year, these marvelous birds pause to rest and feed in the San Luis Valley--a high plains area near the mountain towns of Alamosa and Monte Vista, Colorado. The cranes pass through at the same time every year and rest in the same fields. They leave as regularly as they arrive. Patterns in education are not always so clear, but they do exist, as the following sampling of recently emerging trends in education policy demonstrates. PATTERNS OF EARLY learning ACTIVITY The enactment of a new law in South Dakota places it among an increasing number of states (15)--plus the District of Columbia, Puerto Rico, and the Virgin Islands--that now require students to attend at least half-day kindergarten. A longer established pattern now exists in 86% of states, which require districts to offer kindergarten. The South Dakota legislature acted quickly to pass a bill at Gov. Mike Round's request. According to Mimi Howard, early learning program director for the Education Commission of the States, this year, governors are taking a strong leadership role with regard to early learning. Howard's examination of stateof-the-state messages found some governors moving to expand and enhance the programming already in place, while others addressed new areas that need attention. In their 2006 state-of-the-state addresses or in budget proposals, 23 governors this year mentioned the importance of early childhood education and kindergarten: six governors called for greater access to full-day kindergarten or expanding access to kindergarten of any kind; three asked for universal prekindergarten; 10 called for increased funding and greater access to pre-K programs; and 10 asked for funds and services to increase quality across programs. Examples of gubernatorial leadership include Connecticut Gov. M. Jodi Rell's Executive Order Number 13, which establishes the Governor's Early Childhood Research and Policy Council. Maryland Gov. Robert Ehrlich issued an executive order that creates the Maryland Child Care Subsidy Coordinating Council--a major purpose of which includes increasing low-income families' access to high-quality early care and education programs. With Executive Order No. 7 (2006), Virginia Gov. Timothy Kaine put in place the Strong Start Council--a 17-member body that he will appoint--to help ensure that early childhood education in the state is sufficient to build a strong foundation for children's success. Declaring 2006 the Year of the Child, New Mexico Gov. Bill Richardson proposed expanding access to pre-K and doubling existing funding to $10 million in order to serve 3,000 4-year-olds (12%) statewide. In the final year of his first term, Tennessee Gov. Phil Bredesen promised to increase funding by $20 million to expand the state voluntary pre-K program. This would pay for 5,400 additional 4-year-olds. WHAT EXPERT TEACHERS RECOMMEND The National Education Association and the Center for Teaching Quality (formerly the Southeast Center for Teaching Quality) produced Every Child Deserves Our Best Teachers, a report that synthesizes recommendations from North Carolina's National Board Certified Teachers (NBCTs) on how to support and staff high-needs schools. In addition to financial incentives, the North Carolina NBCTs recommend a comprehensive approach that takes into account the working conditions that are necessary to attract, promote, and sustain high-quality teaching in a school, including: 1) skillful administrators; 2) sufficient curriculum resources; 3) a high-quality, results-driven professional development program; and 4) the time for teachers to reflect collaboratively on student data and their own teaching practice. The specific examples these expert teachers offer are revealing: * Give NBCTs and other accomplished teachers in high-needs schools the flexibility to use research-based practices that go beyond scripted curricula. …

This edited book on Digital Technologies and Early Childhood in China: Policy and Practice is the eighth volume in the Research in Global Child Advocacy Series. This volume details the entanglement of digital technologies and early childhood ecologies, learning and pedagogies in China. It analyses how traditional Chinese values, Eastern and Western curricular approaches, and socio-political, economic, cultural, and demographic changes influence current policies, services, and practice. This book is the first research-based review of technology integration into early childhood education and the factors that affect it in China. It is particularly timely given China’s growing influence and the increased recognition of the importance of early childhood education for human capital development globally. Across international contexts, there is limited knowledge of China’s early childhood curricular reforms, and this book offers insight into the socio-cultural and political influences that have driven the nation’s tremendous investment in the technology infrastructure, the ambitious goals for implementation into the education of young children, and barriers to these integration efforts.Collectively, this rich collection of chapters offers a nuanced understanding of the entanglement of digital technologies and early childhood education in China. Each chapter sheds light on a distinct aspect of this complex landscape, providing valuable insights and opening new avenues for exploration. It sheds light on the socio-cultural and political influences that have shaped China’s ambitious goals for technology integration in the education of young children. By addressing the barriers and challenges faced in these integration efforts, the book provides critical knowledge for policymakers, researchers, and educators seeking to enhance early childhood education practices in China and beyond.Furthermore, this volume contributes to the global understanding of China’s early childhood curricular reforms and the significant investments made in technology infrastructure. As China continues to play an influential role in the global landscape, understanding its early childhood curricular reforms and technology integration efforts becomes increasingly important. This book contributes to the international knowledge base by offering insights into the socio-cultural and political influences driving China’s investment in technology infrastructure and the challenges faced in its implementation. It serves as a valuable resource for researchers, policymakers, and educators worldwide seeking to enhance early childhood education practices, promote digital literacy, and harness the potential of digital technologies in early learning environments.

El presente articulo emerge a partir del desarrollo de una investigacion cuya intencionalidad fue reconocer y aportar nuevas miradas en torno a las practicas pedagogicas y evaluativas en el ambito ...

Studies and researches revealed the importance of early childhood education. Many theories of early human development have been developed and employed to provide better educational system in those early years. One of the prominent theories comes from Lev S. Vygotsky’s work. His theory, which is also known as the sociocultural theory, introduces several powerful ideas for understanding and facilitating young children’s development and learning. This paper will examine some of the ideas that have significant impacts on the early childhood educational system. Afterward, the paper will briefly explain about the early childhood system in Indonesia at the present time, including: (1) Short of the government policies and goals; (2) The type of early childhood services; and (3) The new curriculum (known as kurikulum 2013). Based on the examination, it will be evident that the Vygotskian perspectives are basically in accordance with the government’s vision. Furthermore, after examining the early childhood system in Indonesia, I suggest that daycare is the most appropriate form of early childhood services for promoting the Vygotskian approach, which will benefit most of the children

European education agendas have emphasized the importance of early childhood education in providing the foundations for lifelong learning. Central to the success of early childhood education is the quality of provision, with the workforce being key. While qualifications levels are frequently cited as important for the quality of provision here we ask questions of the attitudinal competences required to work in early childhood in two countries: England and Hungary. This paper presents a mixed-method study that considers the attitudinal competences perceived as needed by early childhood students and how these are acquired. We focus on the role of love in early childhood education and the contrasting perceptions and experiences in England and Hungary. In Hungary love is spoken about freely, but in England managerialist and entrepreneurial discourses are creating tensions with more emotional dispositions of being caring, supportive, and empathic that early childhood practitioners uphold. In Hungary, early childhood educators are given relative autonomy in their professional roles and love is a key characteristic. We consider historical, philosophical, and political developments in the two countries to shed light on how English and Hungarian perspectives have diverged, while exploring opportunities that comparing perspectives offers for the further professional development of early childhood educators.

Early mathematics learning has become a topic of growing importance in early childhood education. Professionals in early childhood education therefore need domain-specific skills and knowledge in order to support children’s mathematical learning. So far there are several theoretical and empirical research results in the field of teacher competence in mathematics education. But mathematics learning in pre-school settings differs from formal schooling. Therefore professionals in early childhood need different skills and knowledge to create mathematical learning opportunities than teachers need. This must be taken into account when discussing and investigating the competence of professionals in early childhood concerning mathematical learning. Based on a theoretical analysis of the requirements on professionals in early mathematics education and on a differentiated analysis of research results of professional competence, a theory-based domain-specific model of mathematics education competence for professionals in early childhood is presented.

To examine the theoretical and empirical evidence in support of education in early childhood both in the West and in the Third World Countries a brief account is given of the present state of education during early childhood in Africa. Comparatively early childhood education in Africa leaves much to be desired. By alerting the public to the importance of early childhood education as observed in Western countries, African countries and other developing countries might be encouraged to give greater attention and allocate part or more of their scarce resources to the operation of such programs to improve preschoolers' lives.