Development Of Early Education Research Articles

Exploring and Improving the Potential Factors of Preschool Teacher Resignation Using the Stratified Bayesian Best-Worst Method

The high turnover rate of preschool teachers in the educational sector threatens the ability to retain competent teaching staff and affects the quality of teaching and the development of early education in many countries. These ramifications are especially poignant given their alignment with the United Nations’ sustainable development goals (SDGs) - notably “quality education,” “good health and well-being,” and “decent work and economic growth.” Reducing the turnover rate of educators, especially at the preschool level, has become an urgent issue for the education community. Therefore, this paper develops a multiple criteria decision-making (MCDM) model based on expert knowledge to construct an evaluation model of the main factors for the resignation of preschool teachers. These factors comprise three main dimensions: personal factors, internal organizational culture, and external environment. First, potential resignation factors were identified through a literature survey and interviews with several experts. Then, a stratified Bayesian best-worst method (SB-BWM) was used to evaluate the importance of these potential factors. The method generated the optimal group weights of the resignation factors and ranked them. The results of this study reveal that the top five resignation factors are high work stress, work-induced emotional exhaustion/job burnout, poor work atmosphere, high workload, and low collaborative relationships with partners. The results can help preschool education operators and education ministries responsible for decision-making to understand the factors leading to the resignation of preschool teachers so that they can develop strategies to improve retention. Management implications are given to improve operational performance and effectively reduce the teacher turnover rate to promote stability in the learning environment so important to early childhood development, which will lead to quality preschool education development.

Ivanna Blazhkevych on the development of early education as a foundation of creating a powerful state

In-depth research has been done on Ivanna Blazhkevych (1886-1977), a Ukrainian activist, writer, and teacher, in relation to the growth of early childhood education as a tool for enhancing the state. The essay provided support for Ivanna Blazhkevych's periodization of her major life stages and the evolution of her cultural, educational, and scientific theories. The primary foci of I. Blazhkevych's pedagogical, cultural-educational, and creative work have been identified as follows: pre-school-pedagogical (organization of pre-school institutions; justification of pre-school education methods; identification of kindergarten students' educational requirements); educational (assistance in the fight against illiteracy); ethnographic (collection of ethnographic material: recording folk songs, legends, and sayings); national-patriotic (writing books for children).

Application of Computer Technology in Early Education Courses of Higher Vocational Schools

With the the development of science and technology, Many families with preschool children will begin the early education phase. We found that the development of early education is beneficial to children’s intellectual development and improvement. The main content of early education is to combine with a new education method in the 21st century, parents and children walked into each other’s world. But everyone does not know that early education in higher vocational colleges has also become a new form of learning. Early education in higher vocational colleges is the early penetration of professional courses. Facing the era when college students are everywhere, the competition among college students has become more and more fierce. The employment pressure of college students is very high. The employment rate is different in each city. They have relative numbers of jobs. However, the number of college students exceeds the needs of the position. This paper analyzes and studies the status of early education professional courses in higher vocational colleges.

Employing a multifocal view of ECD curriculum development at a rural settlement community in South Africa: Themes from a ‘design by implementation’ early childhood education programme

<p>Early childhood curriculum development is challenged by the vast contextual variability of sites in South Africa. In this article, the author reports on the implementation of an early childhood development programme at an informal rural settlement community by an external societal agent. The article looks at the complex dynamics at play within such an early education development situation and examines the main themes that emerged from the process. Referring to the tensions that emanated from the implementation of this programme as a positive driver for change, it concludes that the employment of participatory methodologies could be utilised as a curriculum development tool and calls for the employment of a less formulaic and more holistic view of early childhood development.</p><p><strong>Keywords:</strong> Participatory action research; rural community development; curriculum development</p>

The effects of preschool attendance on adolescent outcomes in rural China

Despite growing public attention to access to preschool education in rural China, there is limited evidence about its potential long-term impacts on child development. Using a nationally representative dataset from China Family Panel Studies, this paper is the first rigorously estimating the long-term effects of preschool attendance on multiple domains of child development in rural China for a sample of 11–15year olds. Results based on ordinary least squares analysis, county fixed effects, and propensity score matching point to a consistent positive association between preschool attendance and individual social skills, although no association was found between attendance and cognitive skills. Directions for future research and policy recommendations related to early education development in China are discussed.

A SEED Fejlődési Skála mint a 0–4 éves korú gyermekek egyik vizsgáló eljárása az eltérő fejlődésmenet diagnosztikájában

A SEED Fejlődési Skála (Sewall Early Educational Development Scale) 0–4 éves korig méri a csecsemők és a gyermekek adaptációs, pszichomotoros képességeit. A Skála alkotói több intelligencia teszt résztesztjeit, feladatait alkalmazták egy fejlődési skálában annak érdekében, hogy a gyermekek képességeit körvonalazni tudják a korosztályuknak megfelelően, erősségeiket és gyengébb képességeiket is feltérképezzék, ezzel meghatározva a fejlettségi szintet, valamint a képességeik struktúráját. Mindezt elsősorban azért tették, hogy a megvizsgált, és eltérő fejlettségi szinten teljesítő gyermekek fejlesztésének irányvonalát, hangsúlyait a lehető legpontosabban körvonalazni tudják, valamint, hogy a gyermekek későbbi fejlődésmenetének nyomon követése is biztosított legyen ezzel a vizsgáló metódussal.A skála eszközkészlete és feladatrendszere lehetővé teszi a gyermekek spontán tevékenységének megfigyelését, így a vizsgálati helyzetben olyan gyermekek esetén is eredményt kapunk fejlettségi szintjükről, akiknél bármilyen okból kifolyólag (figyelemzavar, magatartási problémák, értelmi elmaradásból adódó alacsonyabb szintű feladattartás stb.) az együttműködés nehezített:A Skála elsősorban a fejlettségi szint megállapítása mellett segíti a fejlesztési lehetőségek, azok irányvonalának megfogalmazását, így a beavatkozás szakszerűen, időben, a gyermek együttműködési készségétől függetlenül elkezdődhet. Értékelési rendszere fejlettségi kort határoz meg, ill. az elmaradás mértékét.

Coproduction and Equity in Public Service Delivery

Public managers and researchers devote much attention to the benefits of coproduction, or the mixing of the productive efforts of public employees and citizens in public service design and delivery. One concern, however, is the distributional consequences of coproduction. This article proposes that disadvantaged citizens may be constrained by a lack of knowledge or other resources necessary to contribute to and benefit from the coproduction process. From this assumption, the authors develop the theoretical argument that if coproduction programs were designed to lift constraints on disadvantaged citizens, they might increase both efficiency and equity. This claim is tested using a field experiment on educational services. A coproduction program providing immigrant parents with knowledge and materials useful to their children's early educational development had a substantial positive impact on the educational outcomes of disadvantaged children, thereby diminishing inequity. Economically, the program was more efficient than later compensation of low‐performing children.

Methodology and theory in a rural ECD research project: Capturing Mogwase in ‘becoming’

Conducting research on early education development at rural sites in South Africa is challenging. This is partly because it is difficult to capture the vast array of factors that impact on the lives of people in rural communities. In this article the author reports on some of the difficulties, showing how cultural historical and activity theory (CHAT) can be used as a lens in a participatory action research (PAR) project. The author argues that far from being a negative by-product of development, tension, if managed effectively, could be harnessed as a powerful driving force of change and transformation. The article shows what a daunting task it can be for a researcher to make sense of such a process of transformation, especially amidst the seeming chaos of conflicting voices, dichotomous forces and strong interactions active between the people and aspects within such a situation. Referring to a recently completed study in a rural settlement community, the article concludes that the use of a theoretical framework, such as CHAT, as a heuristic tool, could be valuable in helping researchers make sense of the often complex dynamics of early childhood education development within the specific context of rural community life.

Internet Resources for Augmentative and Alternative Communication in Early Intervention and Early Childhood Services

Abstract The development and implementation of augmentative and alternative communication (AAC) tools for children in the earliest stages of communication and language development may include a range of communication modalities that include gesture, vocalization, actual objects, photos, picture icons, Speech Generating Devices (SGDs), and higher-tech AAC devices. Internet resources for AAC in early intervention settings include assessment tools, communication aids, early literacy supports, educational tools for professionals and families and much more. Some of the key resources that have been reviewed by a team of professionals through the Supporting Early Education Development Systems (SEEDS) Project in the Sacramento County Office of Education, Sacramento, California, are described.

The IE A preprimary project in Ireland

Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project.

The Early childhood curriculum: a review of current research

This second edition of The Early Childhood Curriculum provides the same coverage as the first edition and brings it up to date. Individual chapters present the research and practice of early childhood education by areas of curriculum content, play, oral language, reading, mathematics, science, social studies, movement, music and art. Introductory chapters include an overview of current developments in early education as well as a unique discussion of teaching strategies, and a concluding chapter addresses the current renewal of interest in an integrated approach to the early childhood curriculum. This completely revised edition draws upon the most recent research in early childhood education, including the lessons learned from the educational programs of the city of Reggio Emilia, Italy.

Early Intervention and Preschool Education for Handicapped Children in the Federal Republic of Germany

Background on the historical development of Early Education for the Handicapped in the Federal Republic of Germany and on the legislative and financial basis of programs and activities leads to an overview of current practice in early intervention and preschool education; clientele, child-finding and assessment procedures, major alms, areas of content, types and basic approaches of corresponding programs, and agencies and staff responsible for services. The state of professional training and research is indicated, as are the major issues reflected in recent literature.

Early Educational Development in East Africa: A Case Study

Unequal opportunity has undoubtedly been the major worldwide issue in education during the past 3 decades. For predominantly urban, industrialized societies the central theme has been what advantages or disadvantages social class and ethnicity carry into classrooms to influence the achievement of youngsters.' Research along similar lines has been pursued in Latin America, Asia, and Africa,2 but often unequal educational opportunities are patently obvious in Third World countries simply because a large percentage of children still do not even attend school. Under such circumstances research must necessarily be concerned with establishing why certain regions and ethnic groups have more school facilities than others. For example, investigations done in Africa by Foster and Clignet established that marked educational inequalities arose as a result of the historical pattern of European penetration to various areas and concomitant variations in the rate of internal socio-economic change.4 Similar reasons for regional and ethnic group differences were found in Nigeria by Abernethy while in Kenya Rothchild indicated how historical school advantages have been turned into contemporary economic and political ones.5 Olsen's study on postindependence Kenya revealed a continuing pattern of overrepresentation