Outstanding Educator Performance: Professional Development in Early Childhood Education

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

Previous articleNext article No AccessCommentary: The Transition to School: Opportunities and Challenges for Children, Families, Educators, and CommunitiesSharon Landesman Ramey and Craig T. RameySharon Landesman Ramey Search for more articles by this author and Craig T. Ramey Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 98, Number 4Mar., 1998Special Issue: Transitions Article DOIhttps://doi.org/10.1086/461896 Views: 40Total views on this site Citations: 24Citations are reported from Crossref Copyright 1998 The University of ChicagoPDF download Crossref reports the following articles citing this article:Kylie L. Garber, Tiffany J. Foster, Michael H. Little, Lora Cohen-Vogel, Mary Bratsch-Hines, Margaret R. Burchinal Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children’s Academic and Social Skills, Early Education and Development 34, no.22 (Jan 2022): 426–448.https://doi.org/10.1080/10409289.2022.2026191Funda ULUGÖL, Esra ERBAŞ ÖZEL GEREKSİNİMİ OLAN ÖĞRENCİLERİN OKUL DÖNEMİ GEÇİŞLERİ: YAŞANAN ZORLUKLAR VE ÇÖZÜM ÖNERİLERİ, Trakya Eğitim Dergisi (Apr 2020): 444–459.https://doi.org/10.24315/tred.659308 Myung-Lim Chang, 김선미 Parents’perceptions, actual condition and support plan for elementary school children, Korean Journal of Early Childhood Education 38, no.33 (Jun 2018): 263–287.https://doi.org/10.18023/kjece.2018.38.3.011Caroline Gooden, Beth Rous Effective Transitions to Kindergarten for Children with Disabilities, (Jun 2018): 141–162.https://doi.org/10.1007/978-3-319-90200-5_6Annarilla Ahtola, Piia Maria Björn, Tiina Turunen, Pirjo-Liisa Poikonen, Marita Kontoniemi, Marja-Kristiina Lerkkanen, Jari-Erik Nurmi The Concordance between Teachers’ and Parents’ Perceptions of School Transition Practices: A Solid Base for the Future, Scandinavian Journal of Educational Research 60, no.22 (Feb 2015): 168–181.https://doi.org/10.1080/00313831.2014.996598 ???, ??? Current Difficulties and Support Needs of Parents of Children with Disabilities in Elementary School Experienced Full Inclusion at Child Care and Education Center, The Journal of Special Children Education 16, no.22 (Jun 2014): 255–285.https://doi.org/10.21075/kacsn.2014.16.2.255Corey D. Pierce, Deborah A. Bruns Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School, Early Childhood Education Journal 41, no.55 (Jan 2013): 347–354.https://doi.org/10.1007/s10643-012-0572-3Kay Margetts, Nkidi Caroline Phatudi Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa, European Early Childhood Education Research Journal 21, no.11 (Mar 2013): 39–52.https://doi.org/10.1080/1350293X.2012.760341Wai Ling Chan Expectations for the transition from kindergarten to primary school amongst teachers, parents and children, Early Child Development and Care 182, no.55 (May 2012): 639–664.https://doi.org/10.1080/03004430.2011.569543Annarilla Ahtola, Gintautas Silinskas, Pirjo-Liisa Poikonen, Marita Kontoniemi, Pekka Niemi, Jari-Erik Nurmi Transition to formal schooling: Do transition practices matter for academic performance?, Early Childhood Research Quarterly 26, no.33 (Jul 2011): 295–302.https://doi.org/10.1016/j.ecresq.2010.12.002A. Petriwskyj Kindergarten Transitions and Linkages to Primary School – Readiness Re-conceptualized, (Jan 2010): 120–125.https://doi.org/10.1016/B978-0-08-044894-7.01180-5 김화영, 조윤경 Survey On Elementary And Preschool Teachers' Recognition Of Transition Skills Needed For Children With Special Needs At The Entrance Of Elementary School, The Journal of Special Children Education 11, no.33 (Sep 2009): 157–178.https://doi.org/10.21075/kacsn.2009.11.3.157Sara Stevens Zur, Elissa Johnson-Green Time to Transition: The Connection between Musical Free Play and School Readiness, Childhood Education 84, no.55 (Aug 2008): 295–300.https://doi.org/10.1080/00094056.2008.10523029Beth Rous, Christine Teeters Myers, Sarintha Buras Stricklin Strategies for Supporting Transitions of Young Children with Special Needs and Their Families, Journal of Early Intervention 30, no.11 (Jul 2016): 1–18.https://doi.org/10.1177/105381510703000102Beth Rous, Rena Hallam, Gloria Harbin, Katherine McCormick, Lee Ann Jung The Transition Process for Young Children With Disabilities, Infants & Young Children 20, no.22 (Apr 2007): 135–148.https://doi.org/10.1097/01.IYC.0000264481.27947.5f David T. Burkam Deborah L. Michaels Valerie E. Lee School Grade Span and Kindergarten Learning Burkam, Michaels, Lee, The Elementary School Journal 107, no.33 (Jul 2015): 287–303.https://doi.org/10.1086/511708 A Model Universal Prekindergarten Program, (Jul 2006): 241–261.https://doi.org/10.1017/CBO9781139167284.013Prathyusha Sanagavarapu, Bob Perry Concerns and Expectations of Bangladeshi Parents as their Children Start School, Australasian Journal of Early Childhood 30, no.33 (Sep 2005): 45–51.https://doi.org/10.1177/183693910503000308Anne Petriwskyj, Karen Thorpe, Collette Tayler Trends in construction of transition to school in three western regions, 1990–2004, International Journal of Early Years Education 13, no.11 (Jan 2005): 55–69.https://doi.org/10.1080/09669760500048360 Laura Desimone , Brandyn Payne , Nicole Fedoravicius , Christopher C. Henrich , and Matia Finn-Stevenson Comprehensive School Reform: An Implementation Study of Preschool Programs in Elementary Schools, The Elementary School Journal 104, no.55 (Oct 2015): 369–389.https://doi.org/10.1086/499758Wong Ngai Chun A Study of Children's Difficulties in Transition to School in Hong Kong, Early Child Development and Care 173, no.11 (Mar 2003): 83–96.https://doi.org/10.1080/0300443022000022440Wilfried Griebel, Renate Niesel Successful Transitions: Social Competencies Help Pave the Way into Kindergarten and School, European Early Childhood Education Research Journal 11, no.sup1sup1 (Jun 2018): 25–33.https://doi.org/10.1080/1350293X.2003.12016703David Achanfuo Yeboah Enhancing Transition from Early Childhood Phase to Primary Education: Evidence from the research literature, Early Years 22, no.11 (Mar 2002): 51–68.https://doi.org/10.1080/09575140120111517Carl Corter, Janette Pelletier Parent and Community Involvement in Schools: Policy Panacea or Pandemic?, (): 295–327.https://doi.org/10.1007/1-4020-3201-3_15

Early Discipline Behavior: Read aloud Story with Big Book Media

Teachers' Sense of Efficacy: An Important Factor in School Improvement

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

European Journal of EducationVolume 53, Issue 1 p. 3-8 Editorial Innovative approaches to continuous professional development in early childhood education and care. A European perspective† Brecht Peleman, Corresponding Author Brecht Peleman brecht.peleman@vbjk.be Centre for Innovation in the Early Years, Ghent University, Ghent 9000 BelgiumCorrespondence Brecht Peleman, Centre for Innovation in the Early Years, Ghent University, Dunantlaan 2, Ghent 9000, Belgium. Email: brecht.peleman@vbjk.beSearch for more papers by this authorBente Jensen, Bente Jensen Danish School of Education, Aarhus University, Copenhagen 2400 DenmarkSearch for more papers by this authorJan Peeters, Jan Peeters Centre for Innovation in the Early Years, Ghent University, Ghent 9000 BelgiumSearch for more papers by this author Brecht Peleman, Corresponding Author Brecht Peleman brecht.peleman@vbjk.be Centre for Innovation in the Early Years, Ghent University, Ghent 9000 BelgiumCorrespondence Brecht Peleman, Centre for Innovation in the Early Years, Ghent University, Dunantlaan 2, Ghent 9000, Belgium. Email: brecht.peleman@vbjk.beSearch for more papers by this authorBente Jensen, Bente Jensen Danish School of Education, Aarhus University, Copenhagen 2400 DenmarkSearch for more papers by this authorJan Peeters, Jan Peeters Centre for Innovation in the Early Years, Ghent University, Ghent 9000 BelgiumSearch for more papers by this author First published: 08 January 2018 https://doi.org/10.1111/ejed.12260Citations: 2 † This special issue was a joint collaboration between the three editors. They played an equally strong role in the realisation of this project. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume53, Issue1Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspectiveMarch 2018Pages 3-8 RelatedInformation

Despite evidence of the effectiveness of coaching as a form of ongoing professional development for educators, including in early childhood education, the field lacks an understanding of what the key components of coaching are and how and why they ‘work’. An improved theoretical basis for coaching would assist in identifying these underlying mechanisms of change. However, the field has been largely undertheorised, and an awareness of which theories have been applied in the field is lacking. This study entailed a meta-narrative review of the literature to identify which theories have informed the study of ongoing professional development in education, with a focus on coaching for early childhood educators. We identified 11 foundational papers addressing ongoing professional development in education that proposed or applied theories, and 69 papers on coaching for early childhood educators with a theoretical focus published between 2002 and 2022. Among both groups of papers, there were 47 different main theories applied or proposed. The findings indicate that coaching and other forms of ongoing professional development in education remain undertheorised and theoretical consensus is lacking. The findings suggest that further empirical testing of theories is required before any path towards building a theoretical consensus will become clearer.

Contents: B. Spodek, O.N. Saracho, Introduction: A Researcher's Vade Mecum. Part I: Early Childhood Education and Child Development. K.L. Seifert, Cognitive Development and the Education of Young Children. G.W. Ladd, S.L. Herald, R.K. Andrews, Young Children's Peer Relations and Social Competence. E. Johansson, Children's Morality: Perspectives and Research. S.A. Denham, The Emotional Basis of Learning and Development in Early Childhood Education. D.L. Gallahue, J.C. Ozmun, Motor Development in Young Children. M.A. Runco, The Development of Children's Creativity. Part II: Early Childhood Educational Curriculum. J. Anderson, L. Moffatt, J. Shapiro, Reconceptualizing Language Education in Early Childhood: Socio-Cultural Perspectives. S.E. Hill, S. Nichols, Emergent Literacy: Symbols at Work. R. Rueda, D.B. Yaden, Jr., The Literacy Education of Linguistically and Culturally Diverse Young Children: An Overview of Outcomes, Assessment, and Large-Scale Interventions. A.J. Baroody, M-l. Lai, K.S. Mix, The Development of Young Children's Early Number and Operation Sense and Its Implications for Early Childhood Education. C.M. Thompson, Repositioning the Visual Arts in Early Childhood Education: A Decade of Reconsideration. K. Bradley With M. Szegda, The Dance of Learning. G.F. Welch, The Musical Development and Education of Young Children. R.D. Kavanaugh, Pretend Play. P.G. Ramsey, Early Childhood Multicultural Education. Part III: Foundations of Early Childhood Educational Policy. J.A. Sutterby, J. Frost, Creating Play Environments for Early Childhood: Indoors and Out. R.M. Ryan, R.C. Fauth, J. Brooks-Gunn, Childhood Poverty: Implications for School Readiness and Early Childhood Education. B. Chambers, A.C.K. Cheung, R.E. Slavin, Effective Preschool Programs for Children at Risk of School Failure: A Best-Evidence Synthesis. A-M. Wiese, E.E. Garcia, Educational Policy in the United States Regarding Bilinguals in Early Childhood Education. C. Howes, K. Sanders, Child Care for Young Children. B.H. Fiese, T. Eckert, M. Spagnola, Family Context in Early Childhood: A Look at Practices and Beliefs That Promote Early Learning. M.M. Ostrosky, B.M. Laumann, W-Y. Hsieh, Early Childhood Teachers' Beliefs and Attitudes About Inclusion: What Does the Research Tell Us? O.N. Saracho, B. Spodek, Preschool Teachers' Professional Development. Part IV: Research and Evaluation Strategies for Early Childhood Education. D.F. Gullo, Alternative Means of Assessing Children's Learning in Early Childhood Classrooms. R. Lambert, M. Abbott-Shim, A. Sibley, Evaluating the Quality of Early Childhood Educational Settings. J. Pelletier, C. Corter, Integration, Innovation, and Evaluation in School-Based Early Childhood Services. J.A. Hatch, G. Barclay-McLaughlin, Qualitative Research: Paradigms and Possibilities. C.D. Thornton, L.S. Goldstein, Feminist Issues in Early Childhood Scholarship. S. Grieshaber, S. Ryan, Beyond Certainties: Postmodern Perspectives, Research, and the Education of Young Children. J.L. Roopnarine, A. Metindogan, Early Childhood Education Research in Cross-National Perspective. B.S.F. Hinitz, Historical Research in Early Childhood Education.

The Politics and Economics of Comparison

Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation.
 Keywords: Beats, Early childhood, Moving, Self-Regulation

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

This chapter explores the development of Early Childhood Education in the UAE, focusing on the period between birth and compulsory school age. A distinction is made between Early Childhood Care and Education, focusing on the age group birth to four and Early Childhood Education, focusing on the age group four to six. The contexts of public and private education are explored across the age range, including in-home care, public nurseries, federal nurseries, public kindergartens and kindergarten provision in private schools. Investments in early childhood give children enhanced opportunities for success later in life. Progress has been made in the UAE for the age range four to six years in terms of enhancing quality through rigorous inspection frameworks based on international best practice, as well as in terms of curriculum reform in public schools for that age group. However, for the age range of birth to four years, there has been limited progress in terms of service provision for the age range birth to four years. Quality assurance standards have been raised, but there is still no national curriculum framework in place in the UAE for the early years. The importance of this embodiment of a society’s educational aims and purposes appears well understood for school age children as the nation continues to refine and reform curriculum. The development of a curriculum framework for early childhood care and education is of critical importance in terms of reflecting broad societal values and aspirations and achieving the vision of the UAE.