El Aprendizaje Basado en Proyectos como estrategia de intervención en la formación del profesorado: la experiencia de la “Aldea de las letras”

The study focuses on a currently emerging topic: artificial intelligence (AI). The impact of AI on the field of education is considerable. The possibilities and risks associated with its use are already well known, especially when the ethical and/or legal boundaries associated with it are crossed. However, the potential of AI as an emerging technology, in the field of education in general, and in early childhood education in particular, is yet to be realised. In this paper we consider what has occurred to date, and then focus the attention of researchers who have conducted studies in the field of early childhood education. To do this, we adopted a bibliometric study approach. This type of analysis has allowed us to consider the scientific activity carried out in the field of AI as applied in early childhood education. As we note throughout this paper, this type of analysis is highly valued among the scientific community as a way of assessing the quality, productivity and scientific evolution of a subject of study. It provides academics with valuable information about research conducted in a particular area. Following the recommendations of experts in the field, in this paper we not only address the volume of publications (quantity), but also assess other scientometric indicators that measure their quality. The results of this study then can make a significant contribution to the field of research and work in early childhood education in the face of the new challenges presented by today’s society.

Children who enter kindergarten healthy and ready to learn are more likely to succeed academically. Children at the highest risk for not being ready for school live in poverty and/or with chronic health conditions. High-quality early childhood education (ECE) programs can be used to help kids be ready for school; however, the United States lacks a comprehensive ECE system, with only half of 3- and 4-year-olds being enrolled in preschool, lagging behind 28 high-income countries. As addressing social determinants of health gains prominence in pediatric training and practice, there is increasing interest in addressing ECE disparities. Unfortunately, evidence is lacking for clinically based, early educational interventions. New interventions are being developed asynchronously in pediatrics and education, often without knowledge of the evidence base in the other's literature. In this State-of-the-Art Review, we synthesize the relevant work from the field of education (searchable through the Education Resources Information Center, also known as the "PubMed" of education), combining it with relevant literature in PubMed, to align the fields of pediatrics and education to promote this timely transdisciplinary work. First, we review the education literature to understand the current US achievement gap. Next, we provide an update on the impact of child health on school readiness and explore emerging solutions in education and pediatrics. Finally, we discuss next steps for future transdisciplinary work between the fields of education and pediatrics to improve the health and school readiness of young children.

Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey ( n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education. Practitioner notes What is already known about this topic Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education. The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage. Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education. What this paper adds In the field of early childhood education in German‐speaking regions, online professional development training courses are only beginning to be developed. This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators. The survey was conducted during the COVID‐19 pandemic and includes current data on the ongoing digitalisation boom. Implications for practise and/or policy Online professional development courses should not be understood as competition for conventional face‐to‐face programmes. Instead, they act as a useful supplement. Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy. Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.

The aims of this research: the first was to analyze the principle of the apparatus performance of public administration in education field at Bone Bolango regency. The second was to analyze the determinant factor of the apparatus performance of public administration in education at national education office of Bone Bolango regency. This research was a qualitative approach using case study. The data collection techniques were interviews and Focus Group Discussions (FGD). The results showed that the groove in the formulation of the apparatus performance of public administration in education field at Bone Bolango regency of Gorontalo has been implemented. It was suitable with the public administration at ministry of education and culture of the Republic of Indonesia and the constitution. The apparatus performance of public administration in education field at the Bone Bolango regency got a good support from the society. However, the society really needs professional apparatus of public administration in education field at Bone Bolango regency. The performance of professional apparatus of public administration in education field was to provide training of personnel knowledge, the mastery of technology in education services to the community, improvement of human resources and the completeness of infrastructure and facilities in education field and also the attitude of bureaucratic structures. They are all factors that affect the successful performance of the apparatus in qualified public administration in education field at Bone Bolango in Gorontalo province. DOI: 10.5901/mjss.2016.v7n4p150

Objectives This study aims to investigate early childhood teachers' perceptions of what core competencies are required for effective job performance in the field of early childhood education, and to identify the future com-petencies of early childhood teachers according to rapidly changing social situations.
 Methods Research participants were 12 current teachers working at early childhood education institutions, and three focus interviews were conducted, and the 52 transcripts were analyzed according to a qualitative analysis process.
 Results First, the participants wanted to compose professionalism/personality in teaching profession as a com-petence and emphasized basic skill and quality. Second, they insisted that infants and toddlers’ developmental stage need to be segmented, and thus the developmental stage by age of months and the details on devel-opmental characteristics after seven years of age should be added. Third, they argued that the teachers need to enhance their competences as a play supporter so that the 2019 revised Nuri curriculum can be operated. Lastly, they demanded the development of programs for interpersonal relations and the communication competences and the evaluation method improvement in evaluation and accreditation. The Although the importance of eco-logical transformation education, democratic citizenship education, and digital literacy reflected in the 2022 ele-mentary, middle and high school curriculum revision as core competencies for future education of early childhood teachers is recognized, there is a lack of understanding of the practice method in the field of early childhood education.
 Conclusions The results of this study can be reflected in the composition of the curriculum for pre-service early childhood teachers and the training contents of in-service teachers, which can enhance the core competence of teachers for future education. As a follow-up study, it is necessary to explore a core competency model for fos-tering early childhood teachers that reflects the core competency required in the field of early childhood education and responding to changes in the future society.

In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

Purpose – The COVID-19 pandemic has changed many lives, especially in the field of education. These changes start from the level of early childhood education, elementary education, to higher education. The learning process initially done conventionally in early childhood education has now been transformed into distance-learning or online. This sudden transformation of learning is essential to present an innovative distance learning model in the early childhood education environment. This study describes the distance learning model innovation for early childhood, implemented by PAUD Wadas Kelir, South Purwokerto, during the COVID-19 pandemic. Teachers designed this learning model at PAUD Wadas Kelir by combining fun and unique online and offline learning. Design/methods/approach – This type of research is field research with a descriptive qualitative method. In collecting data, researchers used three methods, i.e., observation, interviews, and documentation. The data analysis technique used, i.e., reducing data, presenting data, and drawing conclusions. Moreover, the validity of the data is tested using triangulation techniques. Findings – The results of this study show that there are ten learning model innovations implemented by ECE Wadas Kelir, i.e., learning with parental involvement, work projects, study visits, quizzes, online learning, creativity competitions, films and videos, creative and interactive stories, recording materials, and learning appreciation. Research implications/limitations – This case study focuses on Early Childhood Education (ECE) learning models applied to early childhood education institutions during the pandemic in PAUD Wadas Kelir, South Purwokerto, but it is unlikely that the situation is different elsewhere because the pandemic is Indonesia and global. Practical implications – This case study demonstrated how the application learning models of ECE during the pandemic are effective for children's growth and development. Originality/value – This paper contributes to knowledge and understanding of applying several learning models for ECE during the pandemic as reference material in implementing the learning process for early childhood. Paper type Case study

The last decade has been marked by radical curriculum and pedagogical reforms in Vietnamese early childhood education (ECE). In essence, the reforms are paradigm shifts from teacher-centred to child-centred pedagogy, and from fragmented subject-based to a holistic integrated curriculum. Studies (Phan, 2005; Le, 2009, Nguyen, 2009) suggest that ECE teachers are struggling to enact the shifts. One of the reasons is speculated as the mismatch between what early childhood teacher education (ECTE) can offer and what new ECE practice needs. Thus, this study explores how Vietnamese ECTE perceives its professional situation - the challenges and opportunities the profession may face in response to the demands of changing ECE practice. This study employs dialectics and cultural-historical theory (Marx & Engels, 1998; Ratner, 2006, Ellis, Edwards, & Smagorinsky, 2010) as the theoretical tools to explain the current professional situation of Vietnamese ECTE, and the way participants of this study perceive it. In this case study, Vietnamese ECTE’s perspectives on its professional situation are gained from semi-structured, in-depth interviews with three Deans and nine lecturers at three ECTE faculties. Their perspectives are incorporated with the viewpoints of other ECTE stakeholders, including an ECE policy maker, two employers (kindergarten principals) and four ECE teachers (ECTE graduates). This study indicates that Vietnamese ECTE is now in a crisis, characterized by three threads of enormous challenges, relating key professional aspects. The first thread of challenges is ECTE’s difficulties in professional conceptualization - in understanding the new ECE philosophies promoted by the ECE reforms, and subsequently, re-conceptualizing its professional beliefs and practice in response to changing ECE practice. The second thread of challenges is that ECTE’s legacy (in terms of curriculum, pedagogy, and management), established within Vietnamese Confucian traditions and Soviet ethos and relatively unchanged up to now, strongly contradicts with the rapidly changing demands of ECE practice. The third thread of challenges is born out of intensive interaction between conservative ECTE and the fast changing Vietnamese contemporary socio-economic context. Vietnam’s shift to a market economy and responding higher education policies to the changing context have intensified ECTE’s persistent problems and brought in new conflicts. Together, the three threads of challenges indicate tense contradictions between the need to meet the increased demands of changing ECE practice and ECTE’s current capability; between ECTE’s responsibilities and conditions offered to the profession. Nevertheless, this study suggests that the crisis, recognized by the majority of participants, provides enormous opportunities for ECTE to move forward if the profession manages to resolve the contradictions. Resolving the contradictions is expected to be very challenging. Dealing with the new ECE practice means Vietnamese ECTE must, firstly, reconcile the sharp conflict between new ECE philosophies and the cultural-historical legacy deeply embedded in ECTE’s thinking and practice. Secondly, ECTE needs more efficient higher education policies to address its persistent professional problems and resolve competing influences from the fast changing societal context.

Relationships are crucial throughout life and transcend temporal, geographical, cultural, and discipline boundaries. Aristotle recognized that humans are social beings, while the African philosophy of Ubuntu posits that humans exist in relation to and because of others. Research from brain development, during the last fifty years, has also demonstrated and asserted the importance of relationships for the child’s development and well-being. Indeed, relationships are at the heart of early childhood care and education curricula and practices and well-ingrained in the consciousness of early years educators. While philosophical and cultural notions of existence in the world converse with evidence from neuroscience about child development, the field of early years education is at an early stage to conceptualizing the relational dimension of pedagogy. It was in the early 2000s that relationships started to be explored from a pedagogical perspective and the term relational pedagogy emerged in the field of early childhood education. Notable early publications include J. Brownlee’s article “Teacher Education Students’ Epistemological Beliefs: Developing a Relational Model of Teaching” (2004) and J. Brownlee and D. Berthelson’s article “Developing Relational Epistemology through Relational Pedagogy: New Ways of Thinking about Personal Epistemology in Teacher Education” (2008). The edited volume by T. Papatheodorou and J. Moyles, Learning Together: Exploring Relational Pedagogy (2009), also offers a compilation of research and reflective papers exploring relational pedagogy. This annotated bibliography provides an evidence base for relational pedagogy as it has evolved from early 2000s to present time. It is organized under four main sections to include (i) theoretical and conceptual papers, (ii) empirical research papers, (iii) publications which provide practice guidance, and (iv) unexplored areas of study relevant to relational pedagogy. This annotated bibliography was supported by Bogdan Dragomir, who conducted initial literature searches, and the anonymous reviewers, who provided initial constructive feedback.

Objectives We fundamentally understand the phenomenon that appears in early childhood teachers' digital education experiences and operation cases, and through interviews and in-depth technology, we derived early childhood teachers' digital education use experience and operation and demands for digital education operation, and proposed effective application in the educational field. Methods Seven early childhood teachers with digital education experience at a daycare center in Incheon were selected as research subjects. Research data was collected through focus group interviews from April 25 to 26, 2024, through group face-to-face interaction tailored to the circumstances of the research participants, and phenomenological research methods of interpretation, coding, and classification according to qualitative data analysis procedures. was analyzed. Results The experiences of early childhood teachers using digital education were as follows: ‘educational value of digital media’, ‘role of early childhood teachers in utilizing digital education’, ‘positive experience of digital education’, and ‘digital education that realizes dynamic play’. Digital education operation experience was expressed as ‘classroom environment for digital education operation’, ‘selection and use of digital media’, ‘classroom operation using digital media to develop early childhood teachers’, and ‘digital education influenced by finances’. , The demands for operating digital education include ‘problems and limitations of digital education,’ ‘concerns in the process of operating digital media education,’ ‘plans for the development of digital education,’ and ‘education using digital media where our voices coexist.’ ','Literacy education for a digitally safe world for both children and parents.’ Conclusions The role of an early childhood teacher can be seen as connecting with appropriate digital media, recognizing the importance of linking with the elementary education curriculum, and understanding that the level of class varies depending on the teacher's ability to use digital media. In order to operate digital education in the educational field, professional education and financial support from the government must be supported. Early childhood teachers need a willingness to not focus on the convenience of digital education and an attitude of self-vigilance. When providing digital media to young children, they need to have a balanced perspective by teaching them how to use digital media safely and correctly, as well as the need to prevent addiction and limit time. The significance of the study is that it has derived a direction that should help in the formation of and act as a filter to filter out negative things.

In the educational field, there is a discussion about how to teach temporal concepts within Social Science in Early Childhood Education and in Primary Education. This debate arises from the young age of the students, which shows the need to make use of different teaching approaches from those used in other higher educational levels. As stories have been proved as an effective teaching method used in this educational level for the past 30 years, the research problem revolves around the following question: is it possible to teach temporal concepts in Early Childhood Education using a non-specific story to teach social sciences? For this reason, the purpose of this study was to design, implement, and assess a teaching program for the temporal concepts past/present/future, before/after, and change/transformation in the third year of Early Childhood Education using a non-specific story to teach social sciences. For a better understanding of the program, a brief explanation of the Spanish Educational system has been included. The participants of the study were the 47 students of an Early Childhood and Primary Education Center in Molina de Segura, Murcia, Spain. Quantitative data were analyzed using the software program SPSS v. 24. With the goal of evaluating the students’ achievement of each activity’s objectives, as well as the teaching program as a whole, percentages and frequencies of the assessment charts’ different components were calculated. Once the data from the brainstorming session on the students’ prior knowledge of temporal concepts had been collected, it was transcribed and organized in the corresponding chart. In this way, a primary text document was created. Together with the Initial Questionnaire on Temporal Concepts (IQTC) and the Final Self-assessment Questionnaire (FSQ), which did not require transcription, three hermeneutic categories were created, one for each document, using the program ATLAS.ti (version 7.5.2). The results showed a high percentage of fulfillment of the objectives, with somewhat significant differences between one class and another. These results lead us to conclude that the temporal concepts chosen for this teaching program can be taught in third-year Early Childhood Education classes using the story Ramona la mona by Aitana Carrasco.

The research aims to describe teacher’s ability in teaching science toward project based learning for early childhood (EC) students. The EC teacher’s ability in term of using learning model are very useful. The instrument used in this study is teachers teaching ability assessment tool based project learning. This study was conducted on 2 teachers of early childhood education in Bandung. Design the research used is descriptive qualitative. The results obtained indicate that teachers teaching project based science learning have not been compatible with project based learning steps. This happens because the teacher is less understanding of project-based science learning. Thus the ability of early childhood education teachers to understand project based learning in project based science teaching is essential.

The existing situation in the majority of Early Childhood Care and Education (ECCE) centres in the Free State Province raises serious concerns. Given this, the present study has investigated professional development needs as determinants of early childhood educators’ effectiveness in the Motheo District. Four specific purposes have guided this study. The study adopted a correlational survey research design. Utilizing convenience sampling, a sample of 211 ECCE educators participated in the study. Two instruments were used for the data collection. They are the Early Childhood Professional Development Needs Questionnaire (ECPDNQ) and the Early Childhood Educators' Effectiveness Questionnaire (ECEEQ). The instruments' face validity and reliability were established by consulting experts for validation and obtaining Cronbach's alpha reliability coefficient values of 0.89 for the ECPDNQ and 0.85 for the ECEEQ. Regression analysis was utilized for data analysis using the Statistical Package for Social Science version 25. The findings revealed that in-service training, individualized coaching, and workshops each have a statistically significant predictive effect on the effectiveness of early childhood educators in the Motheo District. Furthermore, the combined impact of these professional development methods is also statistically significant. Based on these results, it was concluded that professional development through in-service training, individualized coaching, and workshops plays a crucial role in determining the effectiveness of early childhood educators. It is therefore recommended that early childhood educators should participate in regular professional development to keep pace with the best practices in the field of early childhood care and education as a way of enhancing their job effectiveness.

Background and Purpose: Since preschool education is the cornerstone of change and overall development of children, it is a very important phase that prepares them before they enter the school world. Thus, the development and expansion of preschool programs need to be given further attention and improvement of the quality of services to the community. Teachers' emotional competence and self-efficacy are closely related to teacher commitment. Therefore, it is important for us to identify the relationship between preschool teachers’ emotional competence and teachers' commitment as well as to investigate the mediating effect of teachers’ self-efficacy to perform their role toward developing children's potential holistically. This study aims to examine the mediating effect of teachers’ self-efficacy between the relationship of emotional competence and self-efficacy of teachers with the commitment of preschool teachers in the state of Selangor, Malaysia. This study was based on the Emotional Competency Theory developed by Goleman (2001), the Self-Efficacy Model by Tschannen-Moran and Hoy (2001) as well as the Teacher Commitment Model by Thien et al. (2014). Methodology: The methodology used was a survey study involving 428 preschool teachers in the state of Selangor who were selected through cluster sampling and convenient sampling to answer a set of questionnaire through Google Forms. The instrument was validated by six experts and a pilot study was conducted on 75 samples of preschool teachers in the Klang district. Data collected were analyzed quantitatively using IBM SPSS V23.0 & Smart-PLS 3.0. Findings: The results of structural model analysis showed that the relationship between emotional competence, self-efficacy and commitment was positively significant and teacher self-efficacy served as a partially mediating effect in the relationship between emotional competence and teacher commitment. Contributions: The previous studies of emotional competence, self-efficacy, and commitment were in the field of education in general and did not focus on preschool education. Based on the issues and long-term implications of the quality of preschool education, this study provided an improved new model to fill the research gap in the field of early childhood education to improve the quality of continuing education. Keywords: Commitment, early childhood education, emotional competence, mediator, preschool teacher, self-efficacy. Cite as: Phaik Im, K., Fong Peng, C., & Hutagalung, F. D. (2023). Teacher self-efficacy as a mediator of the relationship between emotional competence and preschool teachers’ commitment. Journal of Nusantara Studies, 8(2), 1-26. http://dx.doi.org/10.24200/jonus.vol8iss2pp1-26

Teacher retention has become an increasing problem in today’s school systems. This vast amount of teacher turnover, or teachers leaving the field prior to retirement, is largely due to dissatisfaction with their jobs in the teaching field. There are a multitude of reasons why teachers become dissatisfied or frustrated with their jobs as educators, but it can be concluded that the initial reason for dissatisfaction in the field of education are the poor working conditions that exist for teachers (Halstead, 2013). Increased rates in attrition have also impacted the professional field of early childhood teaching. It is my objective to identify what aspects of the induction process, if any, are being implemented in early childhood classroom; as well as identifying the most beneficial aspects on teacher retention. A mixed method survey of a subset of 48 alumni from the LSU PK-3 program will be sampled using the online survey tool, Qualtrics, focusing on the teacher induction program. Data will be analyzed for trends related to teacher induction practices, as well as, most occurring environmental influences, in accordance with the literature in this area. Results will inform the field of early childhood education on practices that will contribute to keeping early childhood teachers in the classroom.