Práticas lúdico-pedagógicas para o ensino de ciências da terra na educação infantil: integrando diretrizes curriculares, de desenho universal de aprendizagem e de alfabetização em geociências

This article seeks to highlight the importance of consciously implementing universal design for learning principles in practice in early childhood intervention. Universal design for learning (UDL) is based on three principles: 1) providing multiple means of engagement, 2) providing multiple means of representation, and 3) providing multiple means of action and expression. The term UDL is being championed in New Zealand schools but there are few examples of how early childhood settings and early childhood kaiako can utilise it. Highlighting the three UDL principles and how they link with Te Whāriki, the early childhood curriculum, is important when supporting kaiako and early interventionists to reflect on their practice through the UDL lens. When kaiako and early interventionists focus on providing multiple ways of engaging children, multiple ways of representing information, and multiple ways of enabling action and expression, then the early childhood environments will truly be inclusive. This article outlines the three UDL principles and provides specific examples of enactment of these in early childhood environments.

Let's put a national child care strategy back on the agenda

Instructional technology (IT) integration hinges on several principles: (a) the technologies should align well with the curriculum, (b) the choice of technology should be based on how well the tool serves classroom learning and teaching needs, and (c) teachers must ensure opportunities for all children to participate and learn in the technology-rich environment. To serve the needs of all young children in a technology-supported curriculum, a framework known as “universal design for learning” (UDL) proves helpful. Early childhood curricula that employ UDL principles are proactive and designed to provide young children with multiple means of (a) engagement, (b) action and expression, and (c) representation. Varying strategies and materials are used in assessments, goals, curricula content, the classroom environment, instructional methods and materials, and interactions with children. Technology use affords early childhood education professionals the opportunity to create such accessible classroom settings. This chapter explores the relationship between information literacy, technology literacy, and universal design for learning in early childhood education. Vignettes illustrating practical classroom applications are presented.

Erken çocukluk döneminde din ve ahlak eğitimi ile ilgili uygulamalar ülkemizde ve dünyada çeşitli açılardan tartışılmaktadır. Söz konusu tartışmaların odağında hem bu tür bir eğitimin imkânı hem de içeriği yer almaktadır. Farklı ülkelerde uzun yıllardır uygulanmakta olan erken çocukluk dönemi din eğitimi yaklaşımlarının etki alanlarını ve uygulama sonuçlarını ortaya koymanın bu tartışmalara farklı bir bakış açısı kazandırması kaçınılmazdır. Bu bağlamda makalenin amacı dünyada uygulanmakta olan The Good Shepherd, The Godly Play, The Gift to the Child ve Waldorf yaklaşımının ahlak eğitimi ile ilgili boyutunu, gelişim özellikleri, din eğitimi yaklaşımları, öğrenme ortamları, yöntem, materyal, yaş, içerik ve değerlendirme açılarından karşılaştırmaktır. Erken çocuklukta din eğitimi teorilerini kıyaslamayı amaçlayan bu makale doküman incelemesi yöntemiyle hazırlanmıştır. Yaklaşımlar incelendiğinde; tamamının oyun ve eğitsel oyuncakları öğretimin merkezine alarak kişilerarası iletişim, doğa ve toplum bilinci gibi konulara odaklandıkları görülmektedir. Godly Play ve The Good Shepherd yöntemleri belli bir dine ait temel hikaye ve özellikleri aktarmaları bakımından dini öğrenme yaklaşımına uygunken; The Gift to the Child ve Waldorf yaklaşımları ise herhangi bir dini öğretiyi benimsememeleri yönüyle dinden öğrenme yaklaşımına uygun gibi görünmektedir. Godly Play ve The Good Shepherd yöntemlerinde materyal ve yöntemlerin Montessori yaklaşımına uygun olarak belirlendiği görülürken, The Gift to the Child ve Waldorf herhangi bir yaklaşıma bağlılık göstermez.

The overall objective of the research presented in this article is to develop an inclusive environment in Early Childhood Education. The specific objectives are: to elaborate a didactic sequence proposal for the final year of Early Childhood Education, aiming at inclusion; and to analyze the development of this sequence in the students' perceptions of disabilities, comparing the changes before and after the intervention. For this purpose, a class from a Municipal School of Early Childhood Education, with students aged 5 and 6 years, was selected. Initially, during Collective Study Time, the teachers of the selected school participated in training related to inclusion. At the end, a didactic sequence on the theme was elaborated to be worked with the students. Before and after working with this sequence, the students answered a questionnaire related to perceptions of disabilities, whose answers were categorized into: "unknowledge," "fantasy idea," "misinformed information," and "favorable response." There was an increase in favorable responses regarding the students' perception of all disabilities. The relative variation in relation to the initial value of favorable responses is 76.3%, demonstrating a significant increase in knowledge of the inclusive theme. The order of the most favorable to the least favorable responses was related to: Visual, Hearing, Physical, and Intellectual Disabilities.Keywords: Didactic sequence and inclusive environment. Didactic sequences and inclusion. Didactic sequences and early childhood education. Early childhood education and inclusive environment. Early childhood education and perception of disability.

The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.

This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre‐kindergarten and kindergarteners prior to elementary/primary school and centre‐based providers. The review shows a positive statistically significant association between teacher qualification and the quality of early childhood learning environment. This finding is not dependent on culture and context given that the evidence is from several countries. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre‐based and home‐based ECEC settings. However, the evidence is from correlational studies, so evidence is needed from studies with designs which can assess causal effects. Further research should also assess what specific knowledge and skills learnt by teachers with higher qualifications enable them to complete their roles effectively. Synopsis/plain language summary Higher teacher qualifications are associated with higher quality early childhood education and care This review examines the empirical evidence on the relationship between teacher qualifications and the quality of the early childhood learning environment. Higher teacher qualifications are significantly positively correlated with higher quality in early childhood education and care. What did the review study? Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could lead to poor social, emotional, educational, health, economic and behavioural outcomes. The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policy makers and educational practitioners alike to settle on strategies that would enhance the learning outcomes for children in their early stages of education. This review examines the current empirical evidence on the correlation between teacher qualifications and the quality of early childhood learning environments. What is the aim of this review? This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre‐kindergarten and kindergarteners prior to elementary/primary school and centre‐based providers. What studies are included? Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications. Furthermore, the studies had to have comparative designs and report either an overall quality scale or an environment rating scale. A total of 48 studies conducted with 82 independent samples were included in the review. What are the main results in this review? Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care. The education level of the teachers or caregivers is positively correlated to overall ECEC qualities measured by the environment rating scale. There is also a positive correlation between teacher qualification and subscale ratings including program structure, language and reasoning. What do the findings in this review mean? The review shows a positive statistically significant association between teacher qualification and the quality of early childhood learning environment. This finding is not dependent on culture and context given that the evidence is from several countries. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre‐based and home‐based ECEC settings. However, the evidence is from correlational studies, so evidence is needed from studies with designs which can assess causal effects. Further research should also assess what specific knowledge and skills learnt by teachers with higher qualifications enable them to complete their roles effectively. How up to date is this review? The review authors searched for studies published until December 2014. This Campbell systematic review was published in January 2017. What is the Campbell Collaboration? The Campbell Collaboration is an international, voluntary, non‐profit research network that publishes systematic reviews. We summarise and evaluate the quality of evidence for social and economic policy, programmes and practice. Our aim is to help people make better choices and better policy decisions. About this summary This summary was prepared by Ada Chukwudozie and Howard White (Campbell Collaboration) based on the Campbell Systematic Review 2017:1 The relationship between teacher qualification and the quality of the early childhood education and care environment by Matthew Manning, Susanne Garvis, Christopher Fleming and Gabriel T.W. Wong. The summary was designed, edited and produced by Tanya Kristiansen (Campbell Collaboration). Executive summary/Abstract BACKGROUND The notion that a strong early childhood education and care (ECEC) knowledge base, which involves a set of professional competencies, abilities and specific teaching skills, can lead to high‐quality ECEC and positive child developmental outcomes is yet to be fully determined (Bowman, Donovan, & Burns, 2001; Vartuli, 1999). This is due, in some instances, to lack of good data, the quality of the method employed to measure the relationship between teacher qualification and the quality of the early childhood learning environment, and the methods used to aggregate the findings of individual empirical studies. The lack of consensus regarding the direction (positive in this case) and strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policy makers and educational practitioners to form strategies that will ultimately enhance the early learning outcomes of children. OBJECTIVES The objective of this review is to synthesise the extant empirical evidence on the relationship of teacher qualifications to the quality of the early childhood learning environment. Specifically, we address the question: Is there a relationship between the level and type of education of the lead teacher, and the quality of the early childhood learning environment, as measured by the Early Childhood Environment Rating Scale, the Infant Toddler Environment Rating Scale and their revised versions? SEARCH METHODS Studies were identified by exploring a large number of relevant academic journals (e.g., Early Childhood Research Quarterly, Early Childhood Research and Practice, Contemporary Issues in Early Childhood, Child Development, Applied Developmental Science, and the Journal of Child Psychology and Psychiatry) and electronic databases (e.g., Academic Search Premier; CBCA‐Education; Cochrane Controlled Trial Register; Database of Abstracts of Reviews of Effectiveness (DARE); Dissertation Abstracts; EconLit; Education Full Text; Educational Resources Information Center (ERIC); Journal Storage Archive (JSTOR); Medline; Proquest Digital Dissertations; Proquest Direct; Project Muse; PsychInfo; Scopus; SocINDEX with Full Text; and SSRN eLibrary). We also searched the reference list of each eligible study, and reviewed the biographies and publication lists of influential authors in the field of early childhood development and education, to determine if there were any relevant studies not retrieved in the original search. SELECTION CRITERIA Selection criteria are based on both comparative and correlational studies that examine the relationship between teacher qualification and quality of the ECEC environment (as measured by ECERS/ECERS‐R/ITERS/ITERS‐R and any subscales) from 1980 (this was when the ECERS was introduced) to 2014. Eligible studies, therefore, report at least one of the following results: (1) the overall ERS ratings (main outcome); (2) ratings of the seven subscales – program structure (i.e. focusing on the schedule, time for free play, group time and provisions for children with disabilities), activities (i.e. focusing on the provision and quality of activities including fine motor, art, music, dramatic play and math/number), l

This article explores the application of Universal Design for Learning (UDL) in early childhood education (ECE) settings. It discusses the growing diversity of children and families in ECE programs and how UDL can serve as a framework for creating inclusive learning environments that cater to the varied needs of all learners. The article highlights the core principles of UDL and provides practical examples of their implementation in ECE classrooms. Keywords: Universal Design for Learning, Inclusive Practices, Early Childhood Education

Research Findings: Quality Rating and Improvement Systems (QRIS) are operated with an assumption that early childhood education (ECE) providers will participate and increase quality to get more recognition and enrollment. However, few studies have examined whether and why ECE providers are motivated to increase quality in a QRIS. We explored ECE providers’ motivations and challenges in a QRIS using Expectancy-Value Theory (EVT). Phone interview data with 56 ECE providers participating in one U.S. state’s QRIS and 4 non-participants were analyzed using Applied Thematic Analysis. Results showed that ECE providers have different levels of perceived competence, values, and cost, which may be associated with whether they are motivated or discouraged to increase quality in a QRIS and whether they participate in a QRIS. Practice or Policy: The components of EVT can be useful to understand and interpret ECE providers’ motivation for participation in a QRIS. Examining ECE providers’ motivation can help QRISs tailor support for providers’ different needs, values, and challenges. We suggest that future research examine how ECE providers’ motivation across individual- and program-level factors may impact their decisions to improve quality in a QRIS. We also highlight the importance of examining ECE providers’ motivation, experiences, and perceptions for QRIS to support their efforts to improve quality more efficiently.

This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.

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).

Unlike other stages of human development, early childhood is the critical stage that forms the foundation for children’s’ future wellbeing and learning ((UNICEF, 2001). Early Childhood Education helps a learner to develop skills, knowledge, personal competence and confidence and a sense of social responsibility. Information Communication and Technology in Early Childhood Education is significant as it supports and strengthens early childhood education practice. The present study is interested in assessing the integration of ICT particularly educational Compact Disc ROM as modern tool in Education. The study bases on the potentials brought by Educational Compact Disc. The researcher went through different literature on the potentials by linking them with the Constructive approach of learning. In the study it was found that the application of CD–ROMs was used more in language development, development of literacy skills as well as in the expansion of language vocabularies. However, changes in education were also seen that is from traditional mode of teaching into new model of teaching which is mostly supported by the Constructivism theory of learning. Thus, Educational CD-ROM as multimedia technologies is potential in creating high quality learning environments in early childhood education. Article visualizations:

This study aims to determine the perception and implementation of the relationship between outdoor free-play activities to support students' motor development and teacher involvement during early childhood play. A phenomenological study with the participation of 12 early childhood education teachers who have different backgrounds in the history of teaching experience, age, and gender. The data were obtained through the results of structured interviews conducted for five consecutive days with each teacher. All data was processed using NVivo 11 for Windows which provides a structure for conducting qualitative investigations to uncover this phenomenon. A total of three themes were produced, namely (i) Perception of the importance of free-play for motor development; (ii) Involvement of teachers during free-play activities; and (iii) Time to do free-play activities. However, these findings reveal that not all teachers accompany and supervise every activity carried out by children in outdoor play and do not know how the overall picture of motor development is and the availability of fields and playgrounds is limited. Implications for education policymakers, teachers and families about outdoor free-play. Policy support, policymakers in Indonesia, especially the Ministry of Early Childhood Education to create a conducive environment for outdoor activities, especially when planning school standards and program competencies to support holistic early childhood development. Keyword : Free-play outdoor activities, Motor development, early childhood education, Phenomenological Study.

<table id="announcementDescription" width="100%"><tbody><tr><td><p><strong>Guest editors: Dr. Fikile Nxumalo (University of Texas at Austin) and Dr. Nikki Rotas (University of Alberta)</strong></p><p>A growing body of work has illustrated the importance of situating environmental education in current precarious times that disrupt idealized notions of both childhood and nature/environment. Drawing inspiration from feminist scholarship and from the environmental humanities, several scholars have critically engaged with ways in which the notion of the Anthropocene, as a current epoch marked by devastating human impact on the earth, necessitates a turn away from romantic conceptions of children and nature (Pacini-Ketchabaw & Taylor, 2015; Malone, Truong & Gray, 2017; Ritchie, 2015). This work supports an orientation towards critical and generative pedagogies that are firmly situated within the messy anthropogenic worlds that young children co-inhabit, and that take seriously the inseparability of nature and culture. Importantly, this work has also taken up the Anthropocene as a contested political marker of current times rather than a neutral scientific fact (Lloro-Bidart, 2016; Colebrook, 2016; Saldanha & Stark, 2016; Tuck & McKenzie, 2014). Taking up the political signification of the Anthropocene in early childhood education includes challenging the figure of the developing human child as future steward – a common trope of nature based education that is rooted in instrumental approaches to teaching and learning (Blaise, 2013; Lenz Taguchi, 2010; Taylor, in press). In addition, methodological attention to ‘how’ Anthropocene discourses manifest in early childhood settings and across disciplinary frameworks is important. How, for example, do environmental education practices materialize in schools and communities? In what ways do current environmental education practices affirm the capacity of students and/or reiterate deficit racialized discourses in schools? How might creative and critical practices ‘presence’ (Simpson, 2011) Indigenous land and communities in present place and time? </p><p>Building from these and other insights on the potential invigorations of bringing interdisciplinary perspectives into conversation with early childhood environmental education, this special issue invites further critical and creative interventions into questions of research and practice in early childhood. In this special issue, we invite papers that reconceptualize environmental education in ways that situate teaching and learning within current environmental precarities, intervene into dominant child-nature discourses, trouble normative methodologies, and unsettle the universalisms and omissions of the Anthropocene. In this regard, submissions are invited that are animated by, but not limited to:</p><ul><li>Black studies + environmental education + childhood</li><li>Black/immigrant childhoods in the Anthropocene</li><li>Indigenous land education + environmental early childhood education</li><li>Decolonizing place based early education</li><li>#WaterIsLife + childhood</li><li>Toxic pollutants + childhood entanglements</li><li>Discard studies + environmental education + childhood</li><li>Critical disability studies + environmental education + childhood</li><li>Queering childhood-nature relationships</li><li>Speculative practices + creative methodologies in environmental education</li><li>Material Technologies + Environmental Education + Childhood</li><li>Arts-based early childhood pedagogies for the Anthropocene</li><li>Climate change + environmental early childhood education</li><li>STEM + the environmental humanities in early childhood education</li><li>Multispecies relations + childhood in the Anthropocene</li><li>Affect + Environmental Education + Childhood</li><li>Urban education + the Anthropocene</li><li>New Material feminisms + environmental early childhood education</li></ul><p>We seek submissions that push current boundaries of environmental education with young children by engaging interdisciplinary perspectives in critical, creative and generative ways while disrupting anthropocentric, deficit images of children and families. We welcome submissions in multiple formats, including qualitative and post-qualitative research articles, conceptual essays, digital media pieces, aesthetic works, reviews, and interviews. We also encourage submissions from educators working in early childhood settings for the <a href="/index.php/jcs/about/editorialPolicies#sectionPolicies">Ideas from Practice</a> section of the journal. </p><p>Submissions are due August 1, 2017. Please see the <a href="/index.php/jcs/about/submissions#onlineSubmissions" target="_blank">author guidelines</a> for submission preparation instructions. Please contact Fikile Nxumalo (fnxumalo@austin.utexas.edu) and Nikki Rotas (rotas@ualberta.ca) with any questions. </p><p> </p><p>References</p><p>Blaise, M. (2013). Activating micropolitical practices in the early years: (Re)assembling bodies and participant observations. In R. Coleman and J. Ringrose (Eds.) <em>Deleuze and research methodologies,</em> pp. 184–200. Edinburgh: Edinburgh UniversityPress.</p><p>Colebrook, C. (2016). ‘A grandiose time of co-existence’: Stratigraphy of the Anthropocene. <em>Deleuze Studies, 10</em>(4), 440-454.</p><p>Lenz Taguchi, H. (2010). <em>Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy</em>. New York, NY: Routledge.</p><p>Lloro-Bidart, T. (2016). A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships. <em>Environmental Education Research, (23)</em>1, 111-130.</p><p>Malone, K., Truong, S., & Gray, T. (2017). <em>Reimagining sustainability in precarious times</em>. Singapore : Springer.</p><p>Pacini-Ketchabaw, V. & Taylor, A. (2015). (Eds.) <em>Unsettling the Colonialist Places and Spaces of Early Childhood Education.</em> New York: Routledge.</p><p>Ritchie, J. (2015). Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective<em>. Journal of Pedagogy, (6)</em>2, 41- 56.</p><p>Saldanha, A. & Stark, H. (2016). A new earth: Deleuze and Guattari in the Anthropocene. <em>Deleuze Studies, 10</em>(4), 427-439.</p><p>Simpson, L. (2011). <em>Dancing on our turtle’s back: Stories of Nishnaabeg re-creation, resurgence, and a new emergence</em>. Winnipeg: Arbeiter Ring Publishers.</p><p>Taylor, A. (in press) Beyond stewardship: Common world pedagogies for the Anthropocene, <em>Environmental Education Research</em>.</p><p>Tuck, E. & McKenzie, M. (2014). <em>Place in research: Theory, methodology, and methods.</em> New York: Routledge.</p></td></tr></tbody></table>

This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion. 
 Keyword: Content, Curriculum, Evaluation, Kindergarten
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