Whole School, Whole Community, Whole Child model: a holistic evaluation of the health-promoting capacity of early childhood institutions in Turkey

The concept of as used in industry and construction, was first applied to education and the social services in the 1980s. Since then the question of how to define and describe quality in early childhood services has been a matter for debate, both in New Zealand and internationally. Recently I spent time in Norway and Japan, observing very different early childhood contexts from our own. While each country promotes its practices as quality, the cultural contexts that shape our understandings of children, development, goals, and philosophies differ considerably--and so, as a result, do our early childhood settings. In this article (1) I discuss definitions of drawing on examples from Norway and Japan to demonstrate the differences in our understanding of this concept as it applies to early childhood education. Definitions of quality The concept of quality has often been taken to mean something that is real, measurable, knowable, and assessable; in other words, out there to be discovered. For example, the work on quality in early childhood education (ECE) has often looked at the structural features of services, such as organisation, resources, and environments. In the mid 1990s Harry McGurk (1995) defined quality in terms of structures and processes. Structures were those things that are the easiest to measure: physical space, equipment, staff qualifications and conditions of employment, health and safety, staff-child ratios, and so on. Indeed, there appears to be general international agreement over these as determinants of quality. Quality processes, however, are harder to describe, but refer to children's actual experiences in their early childhood settings: for example, their interactions with staff; a curriculum that is appropriately linked to their interests, exploration, and culture; relationships between staff; staff morale; and relationships between staff and parents. There are many different opinions on the impact these factors have on quality (Ceglowski, 2004; Clifford, 1995; Moss & Pence, 1994; Smith, 1996; Textor, 1998). Dahlberg, Moss, and Pence (1999) sum up this position when they state: We recognize that the discourse of quality might be particularly useful for certain highly technical issues, perhaps, for example, food hygiene or building standards to ensure the physical safety of young children in early childhood institutions ... a comprehensive and reliable system of information on subjects as the supply and use of places, the costs of running institutions and the gender, ethnicity, training and other details of the workforce are necessary conditions for a system of well organized and well resourced early childhood institutions. (p. 119) Since the mid 1990s the New Zealand Government has been attempting to support both structural and process quality indicators through initiatives and incentives such as the 1996 Quality Funding Rate, Quality in Action (Ministry of Education, 1998), The Quality Journey (Ministry of Education, 1999), and most recently Pathways to the Future (Ministry of Education, 2002). The Education (ECE) Regulations 1998 and Revised Statement of Desirable Objectives and Practices (DOPs) for Chartered Early Childhood Services (Ministry of Education, 1996) provide a legislative platform for agreed standards for ECE provisions. It is agreed that these structural features do improve what is happening for children (Clifford, 1995, Early Childhood Education Project, 1996). In New Zealand, as well as understanding the usefulness of these structures and systems in promoting we now also officially recognise their interrelationships in Pathways to the Future. Nga Huarahi Arataki. A 10 year Strategic Plan for Early Childhood Education (Ministry of Education, 2002): Children only benefit from participation in quality ECE services. That quality is achieved through a number of interacting factors. …

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

This paper explores the possibility that early childhood institutions can be, first and foremost, places of political practice—and specifically of democratic political practice. The case for the primacy of democratic political practice in early childhood institutions is made more urgent by two developments apparent in many countries today: the growth of policy interest in early childhood education, leading to an expansion of services, and the need to revive democratic politics. As well as bringing democratic practice into the nursery, what this would mean and what conditions might enable it, the paper also considers democratic practice at other levels: not just the institutional, but also the national or federal, the regional and the local, and how each level can create ‘democratic space’ at other levels. The paper ends by considering four issues related to democracy in early childhood education including paradigmatic diversity and the European level. Dans cet article nous précisons l’idée selon laquelle les institutions de la petite enfance peuvent être avant tout des lieux de pratique politique, et en particulier de pratique démocratique. La question de la primauté de la pratique démocratique dans les institutions de la petite enfance devient urgente en raison de deux phénomènes présents aujourdh’ui dans de nombreux pays : l’intérêt politique grandissant pour l’éducation des jeunes enfants qui mène à une augmentation des services de la petite enfance, et le besoin de ranimer les politiques démocratiques. Cet article porte sur la pratique démocratique dans les services de la petite enfance, sa signification et les conditions qui la rendent possible, mais aussi à d’autres niveaux : pas seulement au niveau institutionel mais aussi au niveau national ou fédéral, régional et local, en se demandant comment chaque niveau peut créer de l’’espace démocratique’ à d’autres niveaux. Il se termine avec quatre questions liées à la démocratie dans l’éducation de la petite enfance, dont le paradigme de la diversité et le niveau de l’Europe. Es wird die Möglichkeit erörtert, wie frühpädagogische Einrichtungen vor allem auch Orte politischer Praxis sein können – und insbesondere demokratischer politischer Praxis. Den Vorrang demokratischer politischer Praxis in frühpädagogischen Einrichtungen zu thematisieren, ist aufgrund zweier aktueller Entwicklungen in vielen Ländern dringlicher geworden: das Anwachsen von politischem Interesse in der Frühpädagogik, das zu einer Ausweitung des Angebotes geführt hat, und die Notwendigkeit demokratische Politik wieder zu beleben. Außer dem, was das Hineintragen demokratischer Praxis in den Kindergarten bedeutet und welche Bedingungen dies ermöglichen, befasst sich der Beitrag auch mit demokratischer Praxis auf anderen Ebenen, nämlich neben der institutionellen Ebene mit der nationalen oder föderalen Ebene, der regionalen und der lokalen Ebene, sowie damit, wie jede einzelne Ebene ,demokratischen Raum’ auf anderen Ebenen schaffen kann. Der Beitrag schließt mit der Betrachtung von vier Fragen zu Demokratie in der Bildung der frühen Kindheit einschließlich der paradigmatischen Diversity und der europäischen Ebene. Este artículo explora la posibilidad que las instituciones parvularias puedan ser, en primer lugar y sobre todo, lugares de prácticas políticas – y especialmente de prácticas políticas democráticas. La necesidad de una primacía de las prácticas políticas democráticas en las instituciones parvularias adquiere urgencia a partir de dos desarrollos presentes hoy día en muchos países: el creciente interés gubernamental en la educación parvularia, conducente a una expansión de los servicios; y la necesidad de revitalizar las políticas democráticas. Junto con la introducción de las practicas democráticas en las guarderías, lo que esto significaría y cuales condiciones se requieren, el articulo también considera las prácticas democráticas en otros niveles: no solo el institucional, sino también el nacional o federal, el regional y el local, y como cada nivel puede crear “espacios democráticos” para otros niveles. El artículo finaliza considerando cuatro temas relacionados con la democracia en la educación parvularia infancia incluyendo la diversidad paradigmática y el nivel europeo.

<p>Implementation of early childhood education (ECD) in Indonesia, especially under the auspices of Islamic educational institutions are still very limited and have not been able to cater to the educational needs of early children across Indonesia. In addition, an increase in the quantity of early childhood institutions, has not been accompanied by an increase in quality. For that, we need innovative learning model in early childhood institutions. This research focuses on the implementation of thematic learning model on Islamic Education in Raudhatulathfal Al-Jihad, which covers all aspects of planning (program), execution (process), evaluation of thematic learning, and its impact on the quality of Islamic education. The research method used was eksperimental research. In addition to testing, the researcher also collected qualitative data through observation and interviews. The study is located in the Kelurahan Kalibaru RT.02 RW.02 Kecamatan Cilodong, Depok, West Java. Formally, the tryout of study was conducted from January to July 2012. Based on the research conducted, through validation readability level, student responses and learning outcomes, the thematic learning model on Islamic education deserves to be applied to early childhood education in Raudhatulathfal Al-Jihad and also applied to other institutions those are similar. In the pre-test results, two different groups obtained about average 7.737 for the experimental group; and 7.789 for the controlled group. Once the thematic learning model on Islamic education applied, then the group of students performed post-test, the result is 8.578 for the experimental group; and 7.947 for the controlled group. The impact of the implementation of the model thematic learning on Islamic education in early childhood toward the quality of Islamic education is very significant. This is obvious from the responses of students very well, that is 96.51%, and the learning outcomes achieved 100% completion. Through a thematic learning model on Islamic education in early childhood, the average increase in the quality of education obtained in the experimental group were higher (0.841) than the controlled one (0.158). Therefore, it is highly recommended that thematic model of learning to be applied in Islamic educational institutions which organizing early childhood education with specific instructional objectives for learning Islamic Education, which covers three areas; cognitive, affective and psychomotor, so that every student in early childhood education can develop basic competencies, such as morals behavioral/social emotional, Islamic competence and other basic competences as the provision they entered to the next educational level.</p><p class="Affiliation"><strong><em><br /></em></strong></p>

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).

General Background Early childhood education plays a critical role in establishing foundational cognitive abilities during the early developmental period. Specific Background Children aged 4–5 years require learning approaches that accommodate differences in readiness, interests, and learning styles to support cognitive growth. Knowledge Gap Although differentiated learning has been widely discussed in early childhood contexts, limited studies specifically describe its classroom implementation alongside supporting and inhibiting factors in early childhood institutions. Aims This study aims to describe the implementation of differentiated learning and identify supporting and inhibiting factors in developing cognitive development of children aged 4–5 years at TK Dharma Wanita Persatuan Tawangsari 2. Results Using a descriptive qualitative approach through observation, interviews, and documentation, the findings show that differentiated learning is implemented through curriculum-based planning, thematic play-based activities, and continuous developmental evaluation, with cognitive development supported by differentiated activities in literacy, numeracy, and arts. Supporting factors include teacher pedagogical competence, adaptive learning environments, parental support, and available learning facilities, while inhibiting factors involve limited infrastructure, diverse child backgrounds, and varying levels of parental involvement. Novelty This study provides a contextual description of differentiated learning practices integrated with density-based activities in early childhood classrooms. Implications The findings offer practical insights for early childhood educators and institutions in designing adaptive learning environments and strengthening collaboration between teachers, schools, and parents to support cognitive development in early childhood settings. Highlights: Differentiated activities were applied across literacy, numeracy, and arts based on children’s readiness levels. Teacher competence and adaptive classroom environments supported children’s cognitive growth. Infrastructure limitations and uneven parental involvement constrained classroom practices. Keywords: Early Childhood Education, Differentiated Learning, Supporting, Inhibiting Factors.

This chapter argues the need to develop a relational, sociological approach that explains the early learning and educational experiences of young children. It begins by reviewing some of the contemporary trends in Early Childhood Education and Care, before focusing on some of the major sociological approaches to childhood that have been used to understand the socialization and education of young children. The chapter applies Bourdieu's relational concepts of field and internalized dispositions in habitus as an important theoretical framework for developing a sociology of early childhood education. The primary habitus is the set of dispositions one acquires in early childhood, slowly and imperceptibly, through familial immersion, where young children initially derive modes of thinking and types of dispositions from their parents or carers. Only a few researchers have examined young children's peer groups and capital accumulation in early childhood institutions from a Bourdieusian framework.

The article examines the transformation of German early childhood education from a predominantly care-based model to a modern educational-developmental system over recent decades. The aim of the study is to analyze the evolution of conceptual foundations of early childhood education in the Federal Republic of Germany and substantiate the significance of this experience for modernizing Ukrainian early childhood education. The research methodology is based on a comparative-pedagogical approach using methods of theoretical analysis, synthesis, comparison of regulatory documents, scientific works of German researchers, and systematization of practical experience of early childhood institutions functioning in German federal states. Key stages of evolution from Friedrich Froebel's ideas to contemporary federal initiatives for improving early childhood education quality are analyzed. Conceptual changes in understanding the role of kindergartens from simple childcare to full-fledged educational institutions ensuring comprehensive child development are examined. Special attention is paid to regulatory changes, particularly the adoption of the «Early Childhood Development and Education Act» (2008) and the Kindergarten Quality Act» (2022), which established the new status of early childhood education in the German educational system. Research results indicate the systematic nature of transformation encompassing conceptual, organizational, and practical aspects of early childhood institutions functioning. Key characteristics of this transformation include elevating early childhood education status to a full educational level, implementing competency-based approaches, professionalizing pedagogical staff, developing inclusive education, and creating high-quality educational environments. Conclusions confirm the importance of German experience for modernizing Ukrainian early childhood education, especially in the context of European integration. Key aspects of the German model for adaptation are identified: developing clear quality standards, improving pedagogical staff qualifications, implementing modern teaching methods, and developing inclusive education.

ABSTRA CT Discussion in this study is directed to the three main studies, namely early childhood education, the position of early childhood education in the filed of Islamic education management study, and learning process of early childhood in accordance with the principles of Islamic education. Those studies above are described as follows. Early childhood education is a coaching efforts aimed at children from birth up to the age of six years done through the provision of educational stimulus to help improving physical and spiritual development so that children have readiness in entering the next level of education. Then the position of early childhood education in the study of Islamic education management becomes very important. Beside because of the development of the brain about the maximum absorption of children by the various stimuli provided by the environment, it is also inspired from the success of various units of education upward of it about the professional management of Islamic educational institutions that have brought about the achievements of parents and society. This is what must be prepared by early childhood institutions. Meanwhile, considering that early childhood education presents the concept of learning while playing, in which it is in accordance with their characteristic in being active in exploring the environment, so the implant of Islamic teachings as early as possible should be able to be implanted in their playing while learning process. Thus, the development and perfection of the potential abilities of children, such as language skills, social, emotional, motor, spiritual and intellectual, would be more guided. Â Keywords: urgency, early childhood education, Islamic education management.

This Paper discusses: (1) the importance of planting efforts character in early childhood in early childhood institutions; (2) the learning activities a Field Trip that reflect the application of character education in early childhood institutions; and (3) the variety of characters who woke up as the effects of the application of the learning Field Trip in early childhood in early childhood institutions. Character education involves the planting of knowledge, the love and the planting of the behavior of the kindness that become a pattern/habit. The purpose of this study is to determine the success and impact of the use of learning methods Field Trip. The method used is to observe the activities of the Field Trip that reflect the character education for early childhood, among others, is a visit to the neighborhood, to a tourist place, to market, to shop, to an industry, to the boarding school, to school, to the hospital, as well as other places nearby with the environment agency.

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

Early childhood institutions in Brazil used to be related to social care services, their main task being to care for and feed young children. In 1996 early childhood became part of the educational system and this required teachers to work more interactively with children. Thus early childhood education is recent in Brazilian legislation, and teachers still lack pedagogical competency to transform children’s learning experiences in early learning institutions. In this study, we use Critical Narrative Analysis (Souto-Manning, 2014) to examine how teachers’ collective dialogues increased their consciousness and agency to envision ways to refute historical discourses about the role of early childhood teachers. Findings indicate that while teachers remain rooted in traditional discourses, they are also seeking to make change.

This study examines headmistresses’ support for teachers and methods of integrating culturally sensitive sexuality education in early childhood settings. A qualitative case study was conducted in three early childhood institutions in Banjarmasin, Indonesia – PAUD Islam Terpadu Ukhuwah, PAUD Islam Baitul Makmur, and TK Negeri Pembina Banjarmasin Tengah. Using purposive sampling, the study involved three headmistresses and 12 teachers, with data collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis was applied to identify key patterns and insights. Findings reveal diverse approaches: TK Negeri Pembina integrated lessons within the Profil Pelajar Pancasila framework, PAUD Islam Baitul Makmur emphasized Quranic teachings and parent engagement, and PAUD Islam Terpadu Ukhuwah used UNESCO-aligned parent modules. Supporting factors included institutional branding, parent collaboration, and cultural alignment; challenges varied, with state schools facing structural rigidity and Islamic schools contending with cultural resistance and limited parental involvement. Teaching methods, such as storytelling, interactive media, and modeling, emphasized religious and cultural values. The study highlights the need for tailored, context-sensitive strategies to implement sexuality education effectively in early childhood education.

The purpose of this study is to provide the basic data for cultivating the aspirants to early childhood physical education teachers by analyzing the measures for vitalizing the early childhood educational institutions focusing on parents’ perception and satisfaction according to physical activities in China where the generalization of early childhood education has not been achieved. In the results of analyzing the measures for vitalizing the early childhood educational institutions focusing on parents’ perception and satisfaction according to physical activities by extracting total 300 parents of young children who were attending the early childhood educational institution located in Shandong, China through the simple random sampling method, the conclusions were obtained as follows. Frist, in the results of analyzing the effects of parents’ perception on their satisfaction according to physical activities of early childhood educational institution in China, the cognitive development and social development as subfactors of the perception of early childhood physical education had significant effects on satisfaction of early childhood physical education. Second, in the results of analyzing the measures for vitalizing the early childhood physical education, the qualifications required for early childhood physical education teachers were shown as “excellent”. Regarding the necessity of early childhood physical education teachers, “the necessity of systematic class provided by professional teachers” was the highest. The most important element of qualifications for early childhood physical education teachers was “deep interest and understanding of young children”. in the results of analyzing the measures for vitalizing the early childhood physical education, the qualifications required for early childhood physical education teachers were shown as “excellent”. Regarding the necessity of early childhood physical education teachers, “the necessity of systematic class provided by professional teachers” was the highest. The most important element of qualifications for early childhood physical education teachers was “deep interest and understanding of young children”. Lastly, in China where the early childhood physical education was not vitalized yet, the parents perceived the positive effects of physical activities on growth and development of young children, and they were satisfied with physical activities in case the early childhood physical education was performed. In order to correctly and positively grow young children, not only physical activities, but also physical education teachers who can teach young children would be needed.

Early childhood is the period of childhood between birth and eight years of age. While the provision of targeted educational and care programs to meet the specific and particular needs of children in their early childhood years has a long history in many countries, there is considerable contemporary debate about what the nature of those programs should be and how they are best funded and evaluated. In this bibliography there is a brief overview of the history of early childhood education and care internationally, pointing to the differences in philosophies and practices that have grown over time in different parts of the world. However, the prime focus is on contemporary influences and debates in policies and their intents, and curriculum philosophies and practices in the provision of education and care for children in their early childhood years. With increasing investment in such education and care, there is increasing debate in several disciplines about how best to conceptualize and build practices that address children’s developing capacities at this age, to ensure that their rights are acknowledged and enacted, and to take account of issues of equity and fairness that shape the lives of young children. These concerns are linked with an increasing interest in the relationships between parents and early childhood institutions and spaces, how early childhood institutions and informal settings connect with the formal years of schooling, and how specific policies that address the needs and capacities of children in their early childhood years are produced that are relevant in diverse contexts, especially in non-Western contexts.