Implementation Of Early Childhood Education Research Articles

Implications of Positive Effects of Early Childhood Education for Education Policy

Emerging research on the benefits of early childhood education has sparked interest in making preschool education universal to improve children's readiness for school and their subsequent achievement of social, economic, and professional success. The implementation of early childhood education (ECE) programs, which aim to prepare 4-year-old children for school, has resulted in an increase in public funding. This increase can be attributed to the positive effects of the ECE program on children, as demonstrated by the academic skills of the children measured, which fall within the national average. These abilities include the ability to read and write, speak and understand mathematics, and recognize patterns in numbers. "Investing as early as possible, from birth through age five, in disadvantaged families yields the highest rate of return in early childhood development." Thus, the community and local government are required to actively involved in managing preschool structures, enhance the supervision and management of early childhood education. Common challenges encountered recorded nearly half of all teachers acknowledged to having significant levels of stress and burnout over the previous several years, mental health issues, low compensation, etc. Furthermore, NIEER research findings reveals only five states Hawaii, Michigan, Rhode Island, Alabama, and Mississippi meet all ten national program quality standards, which include putting child development guidelines into practice and offering professional development to teachers. Thus, this paper recommends that when formulating schools' improvement strategies, the Department of Education should take into account the enrollment rate in early learning and kindergarten institutions. All early childhood professional development programs aim to improve children's learning in the behavioral, social-emotional, communicative, and cognitive domains over the long run through indirect means.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Implementing early childhood education for children with disabilities in South Africa and Kenya.

The immediate implementation of early childhood education (ECE) for children with disabilities in South Africa and Kenya has been impeded by obstacles. Major gaps in implementation remain. We investigate, firstly, the widely held, but in our view fallacious, belief that the implementation of inclusive ECE can be progressively realised only when there are available resources. Secondly, we examine the other fallacious belief that children with severe and profound intellectual disabilities are ineducable, and thirdly, the belief that the provision of inclusive ECE is merely a regulatory governmental function, implying that accessibility and reasonable accommodation requirements for children with disabilities do not rest primarily on the state. This study aimed to investigate the gaps in both countries between the policies and legislation and effective implementation, to show that these gaps are exacerbated by the perpetuation of these fallacious beliefs and by information vacuums at governmental level. A critical analysis of inclusive ECE was undertaken on relevant law and policy processes in both countries to expose both governments' reasons for their lack of effective implementation of inclusive ECE. The factors contributing to the lack of immediate and significant implementation of inclusive ECE for children with disabilities in both countries have been investigated. Accountability and transparency need to be implemented at the governance level to ensure that both governments fully implement and prioritise inclusive ECE. This article establishes that mistaken premises and information vacuums may be used by governments in an attempt to renege on their international and constitutional obligations to implement inclusive ECE.

Exploring the essential factors in the implementation of early childhood education and care programs for children's health.

Exploring the essential factors in the implementation of early childhood education and care programs for children's health.

Ten Years of Early Childhood Education (ECE) in Punjab (Pakistan): What Have We Learned?

ABSTRACT This article adopts a process evaluation approach to identify the challenges and opportunities in scaled implementation of early childhood education (ECE) in Pakistan’s most populous province, Punjab. It reports findings from mixed methods, including surveys administered to head teachers, ECE teachers, and parents across 386 schools, and focus groups and in-depth interviews with 25 participants across the different tiers of government. Using the RISE framework as an analytical lens, the article specifically explores issues of delegation, finance, information, and motivation across two accountability relationships – Compact and Management – to assess the extent to which the province’s early learning system is coherent around the goal of scaling quality early learning. Research findings reveal multiple incoherences within each relationship of accountability as well as incoherences within similar elements across the two accountability relationships. The resulting insights indicate the need to strengthen the province’s early learning system and improve the flow of accountability through effective delegation, including improved coordination, communication, and feedback mechanisms; effective finance, including resources for capacitating actors across all tiers of government; effective information, especially collection and utilization of data on process quality; and effective motivation to address weaker links in teacher allocation, incentives, professional development, and academic support.

Evaluasi Terhadap Pelaksanaan Pendidikan Anak Usia Dini di KB Indah Mulya Indralaya

This research conducts an evaluation of the implementation of Early Childhood Education at KB Indah Mulya Indralaya. The study aims to assess the effectiveness and quality of the Early Childhood Education program, considering various factors such as curriculum delivery, teaching methodologies, infrastructure, and overall learning environment. Through a combination of qualitative and quantitative research methods, including surveys, interviews, and classroom observations, the evaluation seeks to identify strengths, weaknesses, and areas for improvement in the current implementation of Early Childhood Education at KB Indah Mulya Indralaya. The findings of this study contribute valuable insights to enhance the overall educational experience for young learners in the specified context.

놀이 중심 유아교육과정의 교육내용에 대한 분석

This study purpose to examine the educational content that emerges from a unique play-based early childhood education curriculum, which involves elements such as children, materials, teachers, play, interest, and experiences. The researcher interprets this content through a relational-epistemology by the perspective of 'Powerful Knowledge' from a critical and social realism, as well as the features of 'Neo-materialism' presented in the context of posthumanism. To explore educational content in the field, three teachers participated, engaging in an inquiry community and stimulated recall interviews. Data collection occurred from January to June of the 22nd year, with analysis completed by December of the same year. The research findings reveal that educational content is generated through intricate entanglements among open-elements involving children, materials, and teachers. The analysis results First, the study examines the knowledge embedded in play and life, observing educational content that transcends the boundaries of educational processes and curriculum-specific components. Second, the uniqueness of the early childhood education environment results in evolving educational content over time and space, shaped by the relationship between continuity and materials. Third, play opens the door to generative educational content, with teachers and young children creating and experimenting within play, resulting in educational outcomes. This research was possible to recognize that the implementation of early childhood education should start from how teachers perceive educational content, emphasizing the uniqueness of early childhood education. The educational content can encompass “moments of life, play, learning, immersion, joy, entanglement, rawness, respect, and care, as well as communication” that occur within the world of materials and the lives of children.

An Investigation on the Implementation of Early Childhood Education: A Case Study of Selected Schools in Petauke District

This study investigated the implementation of early childhood education among schools in Petauke District. Despite a high enrolment rate, the children entering primary school have low levels of reading and writing skills. The study considered the benefits of ECE; the associated challenges and alternative approaches for effective implementation. Using the mixed research design, the study drew a sample of 90 respondents from 10 schools which included teachers, school administrators and parents. Data was collected by means of semi-structured questionnaires, an interview guide and focus group discussions. A combination of statistical descriptive analysis and thematic analysis was adequate for data analysis. The study found that ECE was beneficial for development of reading and writing skills; acquisition of knowledge and continuity of education to higher levels. The major challenges in ECE implementation were poor teachers’ understanding of ECE curriculum; negative attitude of parents towards ECE; poor water and sanitation; lack of ECE trained staff; poor infrastructure for ECE centres; and lack of teaching and learning materials. The alternative measures put in place included: parental sensitization and school feeding program. The overall conclusion is that the challenges and inadequacies faced by primary schools to implement ECE arise from the gaps in policy implementation and extend to institutional and domestic factors. The study contributes to the understanding that the rolling out of ECE in rural areas lags behind and that much can be done by involving the local communities and utilising available materials.

Analysis of the Implementation of Early Childhood Education in Ceria PAUD and Sekar Bangsa PAUD

<em>This study aims to analyze how early childhood education is implemented at Ceria PAUD and Sekar Bangsa PAUD. The research method used is a qualitative method and data collection techniques using observation, interviews and documentation. The data that has been collected is then analyzed using the Miles and Hubberman model which consists of data reduction, data display and data verification. The results of the study showed that Sekar Bangsa PAUD in its learning activities was interspersed with Al-Qur'an reading and writing materials and circumcision dhuha prayers. PAUD Sekar Bangsa integrates reading and writing the Koran and circumcision prayers as additional material, while PAUD Ceria is more flexible in preparing material. These different approaches can affect the effectiveness of learning. From a sociological point of view, the differences between the two can also be seen from the cultural and religious background of the community where both are located. The use of the classical method is used by both of them when teaching students who are in the beginner class, namely children aged 2-4 years. Meanwhile, they use the center method to teach children who are already in small A class and large A class. Consideration of the center method used because of the level of child development. Other methods that are often used are singing, telling stories, interpersonal methods. This research contributes to studying the variety of learning in various PAUD so that it can provide new information to education activists at the PAUD level.</em>

Manajemen Pendidikan PAUD Al-Hijrah Kota Jambi

Early childhood education today has become the need of society. Although early childhood education, including education level of recognition, but education has contributed a lot to the development of children's education. This study aims to determine the implementation of the management of early childhood education made Al-Hijrah Jambi. This research uses descriptive method with a qualitative approach to data collection tool while using interviews, observation and documentation study questionnaire. As for the subjects in this study is the element that includes the school principal and teachers in early childhood Sabang Al- Hijrah, elements of the parents. The results showed that: (1) Planning early childhood education programs in school of Al-Hijrah, was generally well conceived, it has the look of the planning program of educational activities in accordance with the provisions of a plan of activities. (2) Organization of Al-Hijrah in early childhood, was publicly reflects the relevance of the ability and skills to the needs of education personnel. (3) The implementation of early childhood education in AlHijrah directed in the learning process goes well, effective and fun. (4) Supervision conducted by the two surveillance systems, namely: the direct supervision and control of functional superiors. Supervisor oversight conducted by the Principal, while the functional supervision conducted by the School Trustees.

Pengelolaan Pendidikan Anak Usia Dini (PAUD) di TK Pelangi Kota Jambi

Basically the implementation of Early Childhood Education is very important in the State of Indonesia because it aims to form a complete human personality, namely to form character, character, intelligence, skills and have devotion to the Almighty God. Early Childhood Education begins with family education, this is meant to be education from parents or other parties closest to the child himself. From various educational institutions, PAUD can provide the best service for the people as well as policy makers, starting from the central government to regional governments. In this research the researcher uses qualitative research, because the researcher will try to tell and understand the facts or descriptions according to the phenomena in the field without exercising hegemony over the conditions that occur. This study aims to find out the vision, mission and goals of PAUD, to find out the management carried out by this PAUD, to find out the implementation of the programs that have been made to achieve the vision, mission and goals of PAUD. The management of PAUD in Pelangi Kindergarten is enough good. Where the kindergarten already has a clear organizational structure, the vision and mission offered are also attractive, and have reliable teachers.

PENDAMPINGAN PENGEMBANGAN BAHAN AJAR BERBASIS TEKNOLOGI UNTUK ANAK USIA DINI BAGI GURU PAUD KECAMATAN CURUG KOTA SERANG PROPINSI BANTEN

The development of technology-based teaching materials is one of the competencies that teachers must have in dealing with technological developments in the digital era, coupled with the current pandemic conditions, teachers are forced to develop online-based learning including learning for early childhood. As a professional Early Childhood Education teacher, of course, you must have competence in developing technology-based teaching materials, but in the implementation of Early Childhood Education, there are still many educators who do not have this ability because there are still many PAUD teachers who have not received Early Childhood Education. For example, in Curug subdistrict, which is located not far from the government center, which has 55 Early Childhood Schools, and only two Kindergarten schools have State status, the rest are “SPS” study groups that are voluntarily managed by the community. Departing from these problems, the community service planning program which aims to assist in the development of technology-based teaching materials for early childhood to early childhood teachers in Curug District, Serang City, Banten. This community service activity is carried out with online workshops and mentoring for PAUD teachers to be able to make technology-based teaching materials in a simple form through learning videos tailored to the needs of a pandemic like today The mentoring activity was carried out for one month, and the results obtained from this activity were that early childhood teachers were able to make teaching materials in the form of learning videos that could be used to help the learning process from home during this pandemic.

Balancing child-centred and teacher-centred didactic approaches in early years learning

ABSTRACT The implementation of early childhood education (ECE) in under-resourced education systems has sparked debate about how to balance ‘child-centred learning’ and ‘teacher-centred didactic’ approaches. Drawing on both Piagetian constructivism and Vygotskian sociocultural theories, this study assessed teachers’ perceptions of ECE pedagogy and pedagogical practices used to implement the ECE curriculum in Tanzania. Data were collected through questionnaires, observations and interviews. Child-centred approach (CCA) and Teacher-centred approach (TCA) are considered to have unique contributions in facilitating preschool learning. To achieve a balance between CCA and TCA, teachers need to be activators and directors of learning without losing the valuable conceptual dimension of active learning.

Acknowledge Center Model (BCCT) for Learning in Early Childhood Education and its Application to Independent Curriculum

This article aims to discuss the BCCT learning model or often known as the Center Method which discusses the history of the beginning of the presence of this learning model, its advantages and disadvantages, its characteristics, principles and purposes and objectives of the presence of this learning model. Hopefully, with this article, it can become a reference material for ECCE educators because they are the most competent parties and have an important role in the implementation of Early Childhood Education. This article uses descriptive studies by collecting theories from various relevant sources, using literature studies, namely collecting various information from books, journals and related articles. Then the results of this study are directed at the benefits with an independent curriculum related to the identity of the Pancasila Student Profile.

Challenges Primary School Teachers Face in Implementation of Early Childhood Education: Teachers’ Perception

Early Childhood Education (ECE) comprises of essential programs andactivities that are critical to holistic development, academic success andfuture achievements of children. The purpose of this study was toinvestigate the challenges faced by the teachers in implementing earlychildhood education in primary schools. The descriptive research designwas used. All the primary schools located in Lahore district was thepopulation of the study. A sample of two hundred ECE teachers wasselected randomly from the population. The sample consisted of onehundred male and female teachers from rural and urban primary schools.There was a questionnaire developed for data collection. The findings ofthe study revealed that most of the teachers were not completely aware ofthe early learning development standards. Materials related to ECEclassrooms were not enough for the students. Moreover, primary schoolteachers need more training and facilities for the implementation of ECEin their schools. There was a significant difference between the perceptionof the male and female and rural and urban teachers. In light of thefindings, researchers recommended that teachers’ training should bearranged for awareness of early learning development standards andpedagogical skills

Educative Game Tools Based On Environmental Materials In Over-coming Learning Problems Early Childhood Education Programs

The implementation of Early Childhood Education needs serious attention because many early childhood education organizations still do not meet quality standards, the reason is that there are still limited Educational Game Tools used by education in the implementation of learning. So this study aims to find out the Environmental Material-Based Educational Game Tool in overcoming the learning problems of early childhood education. This study uses a type of qualitative research with a documentation method. The data analysis technique used in this study is Miles and with four stages, namely 1) data collection, 2) data reduction, 3) data presentation, and 4) verification or conclusion. The results of the study show that educational game tools based on environmental materials are easy to obtain, so they can overcome the problems of early childhood learning. One example of an Educational Game Tool is Mekuo-kuo or commonly called congklak.

ABC of a Tragedy: Governance, the Rule of Law and the Failed Implementation of Early Childhood Education in Mexico

ABSTRACT Mid-2000s Latin America witnessed serious policy discussions regarding the modes, delivery methods and goals of early childhood education and care (ECEC). Mexico implemented programs to provide access to ECEC to working mothers and young families. However, behind policy discourse lie very real security concerns for service users. This has been highlighted by incidents such as the 2009 death of 45 children at a daycare, an event which would severely undermine policy development. Using a governance framework, we argue that security concerns trumped other issues for users, including infrastructure and curriculum, and derailed the implementation of ECEC policies. We use an original database of 2005–2013 news reports on ECEC for two Mexican national newspapers to establish the narrative for that period. We argue that until governance and rule of law concerns are addressed, no amount of discourse and policy design will be able to succeed in this vital area.

Pos Pemberdayaan PAUD Berbasis Masyarakat: Peningkatan Manajemen Pengelolaan PAUD (RA-TK-KB) Muslimat NU Kabupaten Wonosobo

Community service with the title Community-Based PAUD Empowerment Post: Improving Management of PAUD Management Muslimat NU Wonosobo Regency aims to improve the quality of management of Early Childhood education management organized by the community in this case is Muslimat NU Wonosobo Regency. The implementation of Early Childhood Education community participation is very important, so that efforts that can be made are to increase community participation in the implementation of Early Childhood Education, as an effort to increase awareness and active role of the community, be it social organizations (CSOs), social organizations (orsos) or local institutions that are deeply rooted in the community in the management of early childhood education (PAUD). This Tarbiyah Science-based Service Program is designed through planning, organizing, implementing, evaluating and reporting. From the stages of service that have been carried out for 6 months, an overview is obtained that in general: 1. Early Childhood Education Institutions managed by Muslimat have begun to organize themselves, especially in terms of institutional administration, 2. The idea came from the management of YPM Muslimat NU Wonosobo Regency to initiate the PAUD Posdaya model as an alternative in the success of community-based ECCE programs, 3. Management of the implementation of early childhood education organized and managed by Muslimat NU has been improved efforts, 4. The quality of management of early childhood education management muslimat NU Wonosobo district is getting better, 5. Public awareness of the importance of early childhood education is increasing, and 6. There is a positive cooperation between FITK UNSIQ and the ECCE Organizers.

Operational Assistance Policy in Improving The Quality of Early Childhood Education

This research is motivated by a large budget for PAUD operations, but in fact the service for early childhood education is relatively low, the gross enrollment rate is low at the PAUD level, and the lack of PAUD education personnel who meet teacher competency standards, there are still many PAUD teachers who come from village cadres. This study aims to analyse implementation of operational assistance policy for the implementation of early childhood education in improving quality of PAUD. This research approach is a qualitative research with case study method. Data collection techniques used are observation, interviews, and documentation. The results of this study indicate that in the preparation of the budget for the BOP carried out at the school it involves the entire school community, namely the principal, teachers, and class coordinators representing the children's parents. Evaluation activities in the PAUD BOP program are carried out routinely and scheduled for activities in schools. The obstacle in the preparation of the BOP is the decrease in the number of children so that it has an impact on the decrease in the regular BOP obtained, this affects the decrease in the budget that has been allocated for several elements of learning. The solution to overcome obstacles in the formulation of BOP PAUD policies is to seek other sources of funds to cover the lack of BOP, namely funds from the Foundation, and sort out the sources of funds for various school expenses.

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS) version 22 software while the qualitative data were summarised, coded, analyzed, and presented in narration form according to the themes created from the research questions. The findings revealed that human resources are adequate to implement ECE; most of the teachers were competent in various areas included: early childhood classroom management, communication with pupils in pre-primary classes, ability to identify and respond to the individual needs of pre-primary children. Moreover, the study exposed that most of the teacher’s lack frequently training on how to implement a preschool curriculum. On top of that the teachers, as well as heads teachers complained about the teacher-students’ ratio which revealed that most of the classes were overpopulated and the ratio of teacher-student did not comply with the government guide of 25 students per teacher. The study concluded that most of the public pre-primary schools have adequacy teaching staffs that are competent in their field for implementation of early childhood education. The study recommends that, there is a great need for the government to increase employment opportunities of ECE teachers as well as to build more classrooms in pre-primary schools