Childhood Education Research Articles

O círculo mágico e a arte de deixar-se repetir na infância: exercitação e aprendizagem nas esferas

Modern anxiety about human formation has been articulated around crucial questions for exercises, behaviors, routines, habits that are triggered to give children a certain shape, modeling the future of infans through repeated and regulated activities, at the same time in which the autoplastic forces that interact in the configuration of all life are tame. Not coincidentally, Peter Sloterdijk apprehends modernity as a form of secularization and collectivization of the life of the exercise, displacing the asceses transmitted from Antiquity from its respective spiritual contexts and dissolving them in the foamy fluid of the present biopolitical communities dedicated to the training and the industralism of the subjectivity. Based on his asceticism, it is possible to see how childhood education is at the center of a long historical chain of training through an art driven by immunological procedures and selective antropotechnique turned to the production of innumerable childhood farewells that aim to wrest the subject from their communities insuflated, hardening them and manufacturing them as "state athletes" or "domestic enterprises". In this direction, this essay intends to explore from the spherological drama described by Sloterdijk, which means to think of childhood when one has to pay the price for the absence of protective layers, that is, when the magic circles explode, the bubbles of soap blown by the eyes the child.

EFFECTS OF FEEDING PROGRAMME ON ENROLMENT RATES AND RETENTION IN PUBLIC ECD CENTRES IN SIGOR DIVISION, CHEPALUNGU DISTRICT, BOMET COUNTY, KENYA

The purpose of the study was to investigate the effects of school feeding programme on enrolment and retention rates in public pre-primary schools in Sigor Division, Chepalungu District, Bomet County. Sigor division has low enrollment rates of children in pre-school; it is also evident that there are drop outs. The research was carried out in Sigor Division in Chepalungu District in the 56 public preschools amongst pre-school teachers, pre-school SMC chairpersons and head teachers. The main objectives of the study included establishing availability of feeding programme and its effects on enrolment rates and retention, finding out how management and effectiveness of school feeding programmes affects enrolment and retention rates and also to give suggestions on how the feeding programmes could be improved so as to enhance enrolment and retention rates. The study was guided by Abraham Maslow theory of hierarchy of needs, this theory postulates that SFP motivate and attract learners to enroll in preschool and be retained upto the end of the school calendar. The study adopted the descriptive survey design. The target population was 560 subjects including 56 Head teachers 112 teachers and 56 SMC chairpersons. Data was collected by use of questionnaires, observation check list and interview schedule. Data collected was analyzed for descriptive statistics (percentage, means and frequencies). Pre-school teachers, parents, Ministry of Education, health sector players and other key stakeholders in early childhood development and education sector may use the information collected to enhance the effectiveness of the feeding programmes as a strategy for improving enrolment and retention rates. Data was analyzed using statistics (frequencies and percentages), the findings revealed that there are 26 pre-schools with SFP, while 30 pre-schools did not have the said programmes. There were 147 teachers and headteachers who responded and also 56 chairpersons, making total respondents 203. Most of the teachers and head teachers were male and likewise to chairpersons. The feeding modality in the schools with SFP was the school meals. Majority of teachers were of the opinion that SFP affects enrollment rates positively. It was evident that enrollment was low prior to implementation of SFP and changed to high upon implementation. Findings showed that SFP is effective in enhancing enrollment and retention rates. The biggest challenge to SFP as per findings include: - poverty, parental attitude and hardship area climatically. Chairpersons recommended education of parents as a way of enhancing SFP majority of teachers and head teacher mentioned parents and school committee as responsible for funding SFP. The study concluded that SFP exist in 26 schools out of 56. It also concluded that low enrollment rates and retention are caused by absence of SFP among other factors. It also concluded that effective management is recommended to achieve the objectives of school feeding programme. It also recommends that parents need to be educated on the importance SFP and also be empowered economically. The other recommendation is that there should be effective management of SFP for positive results. The study finally suggests further study to understand other factors affecting enrollment rates and retention. Article visualizations:

A metaphorical analysis of parents and teachers awareness of character and character education in early childhood

A metaphorical analysis of parents and teachers awareness of character and character education in early childhood

A Synchronous Tool for Innovation and Improvement of University Communication, Counseling and Tutoring: The WhatsApp Experience

M-learning stands as a different way of learning and the use of WhatsApp appears to be an innovative and effective resource. The objective of this research is to evaluate the effects of the use of this communication tool in the academic monitoring, counseling and tutoring of university students in the Faculty of Education at the University of La Laguna. A control group (N=120) and an experimental group (N=120) of first-year students were established (undergraduate students in Childhood Education, Primary Education and Pedagogy) with the aim of knowing the effect of the use of WhatsApp. An ad hoc questionnaire was used to evaluate the development of both those competences related to academic work and performance and those transversal competences through the use of an m-learning tool based on peer tutoring. The results obtained have revealed important improvements as regards those competences related to time efficiency, planning and organization, and those related to active learning, decision making and motivation.

Modelos de prevención del bullying: ¿qué se puede hacer en educación infantil?

El bullying es un problema en las aulas cada vez más visible. Este artículo presenta un análisis de proyectos de prevención de bullying exitosos en diferentes partes del mundo. Los resultados muestran que son prácticamente inexistentes los que comienzan con la prevención en la etapa infantil. Posteriormente se analizaron variables que podrían influir para prevenir el fenómeno en la etapa temprana y se presenta una propuesta educativa. Las variables influyentes fueron extraídas a través de un estudio de casos donde la técnica fue la observación sistemática en contextos educativos y los instrumentos para la recogida de datos fueron el cuaderno de campo y las listas de control. Los resultados muestran que la prevención del bullying en educación infantil guarda relación con la gestión de las siguientes variables: trabajo colaborativo, distribución espacial de estudiantes, resolución de conflictos, forma de llegar a acuerdos, roles asumidos por los estudiantes y formas de trabajar apoyos.

STEM Education in English of Early Childhood in China

Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children’s early years. The present study was carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app “Bilingual Child Learning” which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids’ limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children’s English.

Moving Fiercely Linear Preservice Teachers into the Joys of Integrating Art in the Classroom: An Artist Residency in a University Early Childhood and Special Education Program

ABSTRACTHow can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow.

The Efficacy of Working E-Portfolios to Assess Emergent and Digital Literacies Congruently in Social Contexts

Early childhood education instruction and assessment practices for emergent literacy were established in an era that prioritized standardization of knowledge based on age and stage of development. The evolution of 2.0 technologies has shifted culture within developed societies to prioritize digital literacy that is synonymous to political, social and economic capital. This article asserts two positions: the first is to shift the pedagogy of early childhood toward cultivating both emergent and digital literacies using traditional strategies in conjunction with technology. The second position is the efficacy of working e-portfolios to develop and assess multi-literacy. Fundamental attributes of working e-portfolios are outlined and applied to goals for multi-literacy in democratic early childhood classrooms. The three-pronged theoretical framework is the learner-centered approach espoused with Vygotsky's social-constructivism, and Marie Clay's theory of emergent literacy development in social contexts.

Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy

ABSTRACTBackground: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.Participants and setting: Participants included year 1 pupils (N = 49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N = 18).Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N = 18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements.

IbM LITERASI MEDIA DI BENGKULU

Literacy on children in Bengkulu is still relatively low. This aspect is feared to have negative impact on children as young generation who frequently become the media consumer. While children's access to the media is very broad. At this activity, the partners are Islamic Kindergarten of Baitul Izzah and Dellia Creative School. In the first activity, the children/students are introduced to media literacy through simulations by showing them TV serials, commercials, and adult songs as well as fun education games. While besides the school components which are children/students and teacher, this activity also invites parents to recognize media literacy through training and simulation. Outcomes and targets of this activity synergically with methods for implementing media literacy activities that result in increased teacher competence in understanding media literacy and the implementation of media literacy in the curriculum of Kindergarten/Early Childhood Education. This activity is carried out by administering workshop for teachers while the parents are given training and simulation about media literacy. The main part is the children's understanding of the negative effects of media for children can be improved through several simulations and games with fun education based. Implementation of media literacy in Kindergarten/Early Childhood Education is conducted with the assistance by the implementation team until the teacher can independently apply the activities by themselves in learning process at school. The end result of this activity is Media Literacy handbook that can be used by teachers and parents. K eywords: M edia Literacy, Teachers, Parents, Children, Simulation.

Buenas prácticas docentes para la inclusión educativa de la primera infancia en la escuela de gestión social del barrio segundo david peralta “mate cosido”, resistencia, chaco

<p>Esta comunicación se realiza en el marco de la investigación “Buenas Prácticas en la Educación Infantil. Estudio de casos en el Área Metropolitana del Gran Resistencia- Chaco” -(UNNE), PI H007 -, aprobado por Resolución Nº 984/14 – C.S. UNNE, enmarcada en el Proyecto Internacional "Diseño Curricular y Buenas Prácticas en la Educación Infantil: una visión internacional, multicultural e interdisciplinar" dirigido por el Dr. Zabalza.<br />Es un estudio de tipo exploratorio, aborda prácticas pedagógicas realizadas en el Jardín Maternal y de Infantes de la Escuela Pública de Gestión Social Nº 1 “Héroes Latinoamericanos”, cuya creación fue impulsada por el Movimiento Político - Social denominado Movimiento Territorial de Liberación – MTL –.<br />Entre sus objetivos se propone describir las concepciones docentes en torno a las "Buenas Prácticas" en la Educación Infantil e identificar, analizar y visibilizar casos de "Buenas Prácticas" en contextos particulares.<br />Para la obtención de información se realizaron entrevistas en profundidad, observación de clases y análisis documental.<br />Se visualiza en el recorrido de este trabajo como desde los diferentes actores de la institución se generan permanentemente dinámicas de participación y trabajo conjunto con las familias, y a la vez propuestas integrando a toda la institución.</p>

Process quality for children under three years in early child care and family child care in Germany

ABSTRACT Over the last few decades, research has consistently shown that process quality in child care centers and family child care varies substantially, but is mostly at a mediocre level. Based on the NUBBEK sample (National Study on Education, Learning and Upbringing in Early Childhood), an expanded model of process quality tests the influence of region, structural characteristics of educator and setting, educator’s personality and educational beliefs on process quality for children under the age of three years. Process quality was rated with the Infant/Toddler Environment Rating Scale (ITERS-R) in 113 infant/toddler classrooms and 105 mixed age classrooms in center-based care serving children from two to seven years. Further, process quality of 138 family child care providers was measured with the Family Child Care Environment Rating Scale (FCCERS-R). Regression analysis indicated that process quality in center-based care was best explained by caregiver background and teacher personality. Process quality in family child care was mainly explained by educational beliefs operationalized as caregiver sensitivity.

A Commentary on Personal Thoughts on Early Childhood Special Education Research

Strain provides his perspective on four issues facing science and practice in early childhood and special education. He points to the need for (a) long-term functional research, (b) greater emphasis on the use of evidence-based programs in practice, (c) moving special education research back to the Office of Special Education Programs, and (d) research that focuses on individuals and “honor[s] the idiosyncratic needs of an ever more diverse population of families and learners.” Comments are provided regarding each of these perspectives.

VII International Conference Early Childhood Care and Education (ECCE 2018)

VII International Conference Early Childhood Care and Education (ECCE 2018)

HADIS-HADIS TENTANG PENDIDIKAN (Suatu Telaah tentang Pentingnya Pendidikan Anak)

It is very important in shaping the nature and character of man to be perfect man is education. Through education, be it family, school, or neighborhood, people can open mind for instance that there is nothing in the universe, there are a lot of science. From the start that there is in humanity itself up space that is difficult to reach by the senses and in the end thinking that the universe is the creator and owner.among the rule was one of a child's education should be noted that education in childhood that will affect the character of the child as an adult later. Education of children is not only done when they are still small. But, carried in the womb until he grew up. Hadith as part of the essential teachings of islam have so many precious cargo that can be used as a foothold in the education of children of this discourse. Therefore, the authors will describe some of the hadith related to the education of children

Responsible early childhood pedagogy

Why staying true to your values and keeping informed will help secure the right outcomes for children, despite the latest and ongoing challenges presented by uninformed reports and government policy.

In-Service Child Care Teachers’ Views on How High-Quality Teacher-Child Interaction Develops in the Korean Early Childhood Care and Education Context

In-Service Child Care Teachers’ Views on How High-Quality Teacher-Child Interaction Develops in the Korean Early Childhood Care and Education Context

The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample

ABSTRACTThere is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n = 1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time.

Aggressiveness, aggression, violence, bullying, and cyberbullying as childhood care and education problems of the 21st century

The article attempts to classify and distinguish the phenomena listed in the title as distinctive childhood care and education problems of the 21st century. The author begins with a discussion of primary causes of human aggressiveness and aggression, then briefly analyzes and describes the phenomena/concepts of aggressiveness, aggression, and violence, focusing on a relatively detailed analysis and description of school bullying and cyberbullying as new and distinctive childhood care and education problems of the 21st century. At the end, he presents conclusions from the analysis.

Cyberspace as a challenge for childhood care and education

Cyberspace as well as virtual worlds are a new environment created by state-of-the-art digital media and information and communication technologies. Also, for the first time in world history and human evolution, they enrich the real-world public sphere on an extraordinary scale and at an amazing speed, and at the same time dramatically change the functioning of all people, especially the young generation. Without any doubt, this new space presents many challenges as well. The paper analyzes the following issues: 1. Cyberspace versus childhood care and education. 2. Waves of social and information development and transformations in education and communication. 3. Teenagers’ activities on the Web. 4. Theoretical concepts of the subject being analyzed. 5. New developmental opportunities and trends in education. 6. Attempt to classify new cyberspace threats.