Curriculum For Young Children Research Articles

Playing, tinkering, and problem solving: Understanding early computational thinking in libraries and museums

Computational thinking (CT) has emerged as an important method in the United States for helping children learn to solve complex problems and develop skills necessary for coding and other computer science-related endeavors. Research has revealed that CT can be encouraged with children as young as 3–4 years of age. While some preschools and schools are incorporating CT into their curriculum for young children, ages 0–8 years, it is important to understand how environments outside of schools are using CT with young children, particularly given that, in the United States, a large percent of young children, ages 0–5 years, are not in formal school settings. This study provides insight into this area through 20 interviews with educators in libraries and museums to understand how they incorporate CT into their work with young children, ages 0–8 years, and their families. The interviews reveal that library and museum educators are using a variety of developmentally-appropriate approaches, such as play, experimentation, and narrative, to design and offer a diverse array of engaging, hands-on CT activities that allow young children to practice CT in child-centered, meaningful ways.

중도중복장애 유아를 대상으로 2019 개정 누리과정을 운영하는 유아특수교사의 경험과 인식

The purpose of this study is to investigate the experiences and perceptions of early childhood special education teachers in applying 2019 revised NURI curriculum to young children with severe and multiple disabilities. For this purpose, individual interviews were conducted with 6 early childhood special education teachers who had experience in applying revised NURI curriculum to children with severe and multiple disabilities. Data were analyzed into 3 topics and 8 subcategories through qualitative content analysis. The key themes were 1) revised NURI curriculum and young children with severe and multiple disabilities, 2) experience of operating revised NURI curriculum for young children with severe and multiple disabilities, 3) difficulty and support needs of revised NURI curriculum for young children with severe and multiple disabilities. The main findings were as follows. First, participants experienced confusion and trial and error, while recognizing the importance of play. Second, participants supported children’s play through close observation, making special teaching materials, conducting direct teaching, and cooperating with fellow teachers and family members. Third, participants stated that support in various aspects such as medical/treatment support, teacher support, and environmental support was necessary. Based on the results of the study, we discussed the operational support ways that should be considered when applying revised NURI curriculum to young children with severe and multiple disabilities.

An emotional competence curriculum for young children four to five years old

The aim of this study is to test the efficacy of the Seeds of Unity curriculum on a Pre-Kindergarten class consisting of four to five-year-old children in Brooklyn New York. The syllabus is a fusion of The Starting Small Program created by the Southern Poverty Law Center and the teaching of emotional competence theory. This study measured fourteen, four to five-year-old children before and after a ten-month exposure to the Seeds of Unity Curriculum. The Social Skills Rating Scale (SSRS) was utilized to measure changes in emotional competence before and after exposure to the curriculum. The results showed a mean score on the Gresham Social Skills index that placed the girls in the 76% before the program and the 97% after, and the boys went from the 64% to the 89% when measured against children their age. Despite the small N, this study showed that using this curriculum, increased social emotional intelligence. The competencies incorporated into this paradigm are vital to improving relations between cultures in the ethnically diverse New York city schools and provides hope that change is possible.

Local Content Curriculum Model for Early Childhood Scientific Learning

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

놀이중심 유아교육과정의 계획, 실행, 평가의 내용과 과제에 대한 탐색

본 연구는 2019 개정누리과정 내용을 바탕으로 놀이중심 유아교육과정의 계획, 실행, 평가에 대한 내용과 과제를 탐색하는데 목적을 두었다. 본 연구를 통해 놀이중심 유아교육과정의 계획, 실행, 평가 내용에 대해 내용을 해석하고, 교사의 어려움을 제시하고, 과제를 제안하고자 하였다. 그 결과 첫째, 놀이중심 유아교육과정의 계획에서 의도된 교육 설계 없이 교사의 전문성과 자율성만을 기초로 교육을 계획하기에는 다소 어려움이 있다. 놀이중심 유아교육과정 계획이 설계되기 위해서는 유아의 요구와 특성을 반영하고, 교육공동체의 교육과정을 설계할 수 있도록 교사의 역량 강화가 필요하다. 둘째, 유아 존재의 유능성을 믿고 교육과정을 실행하는 것은 어려운 일이나, 교육의 변화에 맞도록 놀이를 이해하고 배움을 지원하기 위해 교사의 다양한 교수학습방법과 적절한 놀이 지도가 필요하다. 셋째, 유아의 놀이 자료를 효율적으로 다양한 방식으로 기록하여 평가한다는 것은 쉬운 일이 아니나, 의미있다고 판단되는 자료를 선별하여 기록하는 평가에 대한 교사의 지속적인 연구가 필요하다. 그러므로 놀이중심 유아교육과정에 적합한 유아교사의 역량을 강화하는 장학, 연수, 행ㆍ재정적 지원이 필요하다.

Sex Education Programs for Preteens: A Review of Relevant Outcome Studies in Nine Countries

Most sex education programs (SEPs) are designed for children in middle and high schools. This study aimed to analyze sex education curricula with a mission to educate pre-pubertal children. A systematic review found 60 research-based studies on SEPs published in 2005–2019 for preteens. Only eleven studies contained SEP contents, delivery methods, evaluation data, and implications for preteens. Among these SEPs, only one study focused solely on preteens. Since the SEP delivery methods were diversely implemented, this review could not generate a standardized curriculum for young children. It was also surprising that school social workers were not mentioned as a leader in planning or implementing these SEPs. Three strategies and three practice insights were generated for social workers in planning SEPs for preteens. Social workers may initiate a faculty team with nurses, teachers and other professionals to deliver formal sex education for young children in various settings.

From our own correspondent: play in practice in Northern Ireland primary schools: progress and pitfalls

ABSTRACT Since the Education Reform Order in 1989, the majority of children in Northern Ireland have been obliged to commence primary schooling at the age of four, the earliest statutory school starting age in Europe and perhaps across the globe. Therefore, while their European counterparts have been enjoying a play-based experience and all of the benefits associated with it, young children in Northern Ireland pre-2007 were required to follow a Curriculum which focused too heavily on subject-content and much too early on academic achievement, detracting from the holistic learning opportunities that are most associated with a high quality playful pedagogy in practice. Concerns about the appropriateness of this formal curriculum for young children, led to the introduction of a more play-based curriculum, known as the Foundation Stage, which became statutory for all Year 1 children (4–5 year olds) in Northern Ireland in September 2007 and then all Year 2 children (5–6 year olds) in September 2008. It is against this backdrop that this paper has been written with the intention of detailing the journey of such a play-based curriculum in practice over the past 10/12 years, reporting not only on the progress made, but the pitfalls encountered along the way. The paper will end with key projections as to the way forward.

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

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

Promoting a balanced early years curriculum for young children with vision impairment: Developing and sustaining personal agency through a bioecological systems perspective

Through the use of their developing vision, young children develop increasingly sophisticated ways of establishing control within different learning environments, thereby helping them to exert influence as active ‘agents’. Vision impairment can present significant barriers to a child developing personal agency through reducing access to visual information. In this article, we present the parameters of a conceptual framework to inform the design of intervention approaches that can help to reduce these barriers. We draw on a dual model of ‘access’, contextualised within a bioecological systems perspective, to examine how young children with vision impairment can establish increasing personal agency through intervention approaches that promote progressive independence access skills within an ‘ethos of empowerment’. In presenting new conceptual foundations for examining the development of personal agency in young children with vision impairment, the article has significance for research, policy, and practice in vision impairment education and offers a theoretical reference point for related areas of early childhood inclusive education.

Profiling parental orientation to early childhood curriculum

ABSTRACTThe purpose of the present study was to identify the curricular preferences of parents for their youngsters. The study sample included 1490 parents with children enrolled in private preschool and prekindergarten classrooms. Data for the present study were collected via online surveys. Parents prioritized eleven academic and developmental areas in descending order on the questionnaire form. The latent class analysis was performed on parents’ rankings of academic and developmental areas to identify classes of parents with similar priorities. The results indicated that based on their preferences parents can be empirically classified into three groups: Academic, Developmental, and Balanced. The results also indicated that parents with pre-kindergartners were more likely to be in the Academic class while parents with preschoolers were more likely to be in the Developmental class. The overall findings suggest that parental preferences regarding early childhood curricula correspond with the ongoing debate in the relevant literature. The congruence between parental preferences and the curricular objectives is likely to promote the effective implementation of the curriculum for young children within diverse settings. Therefore, practitioners and administrators should survey parental priorities and expectations regarding early educational activities and services provided in schools.

"An Analysis of the Mathematics Education Contents in Standardized Child Care Curriculum for Young Children Aged Two - Focusing on Nursery Child Care Initiative -"

"An Analysis of the Mathematics Education Contents in Standardized Child Care Curriculum for Young Children Aged Two - Focusing on Nursery Child Care Initiative -"

A Study on the Internet-Based Intercultural Exchange Program to Develop Creative Art Curriculum for Young Children

A Study on the Internet-Based Intercultural Exchange Program to Develop Creative Art Curriculum for Young Children

Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

ABSTRACTThis study explored early years’ practitioners’ and teachers’ attitudes and confidence in delivering the UK Physical Activity guidelines [National Health Service (NHS). (2013). Physical activity guidelines for children and young people. Retrieved July 15, 2015, from www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-peopole.aspx] within the curriculum for young children [Department for Education (DfE). (2013). The national curriculum in England. Key stages 1 and 2 framework document. London: Department for Education, Crown; Department for Education (DfE). (2014). Statutory framework for the early years’ foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education, Crown]. Using an online questionnaire, data were analysed using thematic framework and statistically. Fifty-nine respondents came from early years’ settings, including nurseries, pre-schools and primary schools. The findings suggest that there is a lack of confidence in knowing what to do to support and sustain physical activity. Further research is needed to identify if this is a national trend; this is the next steps of our research, as is the development of resources to help support confidence and the delivery of physical activity for young children.

An international comparative study on national language arts curriculum for young children: New Zealand, the United States, England, Australia, and South Korea

An international comparative study on national language arts curriculum for young children: New Zealand, the United States, England, Australia, and South Korea

Teaching Traumatic History to Young Children: The Case of Holocaust Studies in Israeli Kindergartens

Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an instructive case through which to address the broader questions about what might constitute an appropriate and acceptable curriculum in early childhood. We discuss the initiative from three disciplinary perspectives: a developmental sciences perspective, an anthropological/cultural perspective, and a learning sciences perspective. As we demonstrate, these three perspectives not only represent different disciplines but also highlight different aspects of this issue, thus exposing the complexities of this discussion. We show that understanding these perspectives separately and then trying to combine them may enable a richer and more complex look on the broader questions that this specific curriculum raises. We conclude with an endeavor to integrate the three perspectives, all of which should be taken into account when constructing a curriculum for young children.

What does ‘go green’ mean to children?

The curricula for young children rarely provide specific teaching about how to conserve earth's resources. Yet, adults need to help children early in life become aware of and actively involved in ecologically sensitive and sound practices. Interviews were conducted individually with 41 children (4- to 6-year-olds; 7- to 9-year-olds and 10- to 12-year-olds) to discover their ideas about ‘Going green’, ‘Recycling’ and ‘How they could help the earth’. With increasing age and cognitive maturity, children's responses showed a marked change toward more awareness of, and more feelings of responsibility toward, conserving earth's resources. The youngest children responded with references to the colour green when asked about the idea ‘Go Green’. Young elementary school age children expressed some ideas about how important it is to recycle and to conserve resources. All the older children understood what ‘Go Green’ means and gave examples of their own responsibility for helping conserve in order to help other people. Suggestions are given for teachers to enhance curricular activities that will engage youngsters in earth-friendly understandings and activities.

An integrated play-based curriculum for young children

An integrated play-based curriculum for young children

Socio-economic diversity and mathematical competences

The Programme for International Student Assessment (PISA) has proved that in Germany the impact that socio-economic background has on 15-year-old pupils’ achievement is stronger than in other countries. The Progress in International Reading Literacy Study (PIRLS) showed that the correlation is less with 10-year-old children, but is still apparent. Subsequently it was demanded that the early and individual education of all children in nursery schools be improved. Curricula for young children were published, including mathematics as a domain of learning skills. Mathematics is a domain which is influenced by cultural differences less strongly than, e.g., language. The study reported here investigated the mathematical competences of 340 nursery school children from Berlin (Germany) in their final year before their enrolment in elementary school. Moreover, the parents were questioned about the social-economic background of the children. The connection between children's achievements and external conditions is described by a framework model, which we adapted from PIRLS. Mathematical competences are described by a developmental psychological model by Ricken and Fritz. Does socio-economic diversity have an impact on mathematical competences already in early childhood? To answer this question, t-tests, variance analysis (ANOVA), correlations, and a structural equation model were calculated. The most important results of the investigation are that the nursery school children from working-class families and children with deficits in language skills have significantly lower competences in mathematics. Moreover, a correlation with the birth order could be proved.

Curriculum Guidelines for Early Literacy: A Comparison of New Zealand and England

THE DEVELOPMENT OF EARLY literacy knowledge is generally seen as an important aspect of early childhood education. The way early literacy learning is promoted, however, varies greatly in different national curriculum frameworks. This article compares the approach taken in the New Zealand early childhood curriculum ( Te Whāriki) with the approach outlined in the curriculum for young children in England (The Early Years Foundation Stage or EYFS). The curricula are compared in relation to (1) the description of literacy-related learning outcomes; (2) guidance for teachers on how to foster literacy learning; and (3) guidance on formative and summative assessment. The EYFS contains more detailed information in each area of comparison. The article suggests that the lack of information on literacy in Te Whāriki may mean that children are provided with an inadequate range of literacy experiences in New Zealand early childhood centres.

Curriculum Guidelines for Early Literacy: A Comparison of New Zealand and England

THE DEVELOPMENT OF EARLY literacy knowledge is generally seen as an important aspect of early childhood education. The way early literacy learning is promoted, however, varies greatly in different national curriculum frameworks. This article compares the approach taken in the New Zealand early childhood curriculum (Te Whāriki) with the approach outlined in the curriculum for young children in England (The Early Years Foundation Stage or EYFS). The curricula are compared in relation to (1) the description of literacy-related learning outcomes; (2) guidance for teachers on how to foster literacy learning; and (3) guidance on formative and summative assessment. The EYFS contains more detailed information in each area of comparison. The article suggests that the lack of information on literacy in Te Whāriki may mean that children are provided with an inadequate range of literacy experiences in New Zealand early childhood centres.