Importance Of Early Learning Research Articles

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way.

Integrisanost aspekata dječijeg razvoja i uloge vaspitača u praksi

Summary: Preschool education is considered to be the basic foundation in the entire educational system, and preschool institutions and educators within them are key links in the early learning process. With the expansion of pedagogical knowledge, the circle of educators' jobs is expanding and requires multicompetence and adaptation to modern roles. Our goal is to present an example of good practice that is the result of the daily engagement of authors in striving to make children's lives in kindergarten better and more beautiful. The paper consists of two parts. The first part tried to point out the importance of early learning, the preschool period, the role of educators in preschool, and the importance of integration in practice, while the second part of the paper is a practical model or flow of scenarios of learning activities on Insects aimed at popularizing application models to help those who are already working in practice, beginners but also students of pedagogical orientation. The greatest value of the presented work is the unification of theory and practice, and the possibility of practical applicability.

Effect of early experience on neuronal and behavioral responses to con- and heterospecific odors in closely related Mus taxa: epigenetic contribution in formation of precopulatory isolation

BackgroundThe most effective learning occurs during sensitive periods. Olfactory plasticity to main social olfactory cues is limited to a critical period to a large degree. The objective was to evaluate the influence of early olfactory experience on the behavioral and neuronal responses of males to con- and heterospecific odors of receptive females in two species, M. musculus (subspecies musculus, wagneri) and M. spicilegus, and thus to determine the potential role of epigenetic contribution in the formation of precopulatory isolation.ResultsMales were reciprocally cross-fostered shortly after the birth and were tested for response to con- and heterospecific urine odors of estrus females using two-choice tests at 70–85 days of age. Neuronal activity of non- and cross-fostered males was evaluated at 90–110 days of age in the MOB and AOB to con- and heterospecific female odor using fMRI (MEMRI). Non-cross-fostered males of three taxa demonstrated a strong preference for odor of conspecific females compared to odor of heterospecific ones. Spicilegus-nursed musculus preferred odor of heterospecific females. Wagneri-nursed spicilegus and spicilegus-nursed wagneri did not demonstrate significant choice of con - or heterospecific female odor. The level of MRI signal obtained from the evaluation of manganese accumulation in AOB neurons was significantly higher when the odor of conspecific estrus females was exposed, compared to urine exposure of heterospecific females. The response pattern changed to the opposite in males raised by heterospecific females. Response patterns of neuronal activity in the MOB to con- and heterospecific female odors were different in cross-fostered and control males.ConclusionThe maternal environment, including odor, had a greater effect on the level of MRI signal in the AOB than the genetic relationships of the recipient and the donor of the odor stimulus. Behavioral and neuronal responses to con- and heterospecific odors changed in closely related Mus taxa as a result of early experience. We demonstrated the importance of early learning in mate choice in adulthood in mice and the possibility of epigenetic contribution in the formation of precopulatory reproductive isolation.

Policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the early years

ABSTRACTThe aim was to investigate the policy-to-practice context of delays and difficulties in the acquisition of speech, language and communication (SLC) in children from birth to five in one local authority within the context of Bronfenbrenner’s bio-ecological model. Methods included a survey of early years practitioners (64 responses), interviews with 11 early years practitioners and observations of 9 children in the context of their early years settings. Policy texts revealed a growing consensus on the importance of early learning and development, the centrality of language and early intervention. Practitioner survey and interview findings indicated confident practice in relation to early identification, assessment and support, despite minimal initial professional training in SLC and virtually none for children with English as an additional language. Greater use of specialist assessment tools and alternative communication systems was made in specialist than mainstream settings. Observation showed considerable variation in the organisation of staff, groups, activities and interactional patterns with more targeted, short and intensive adult-led activity in special settings that led to less child-initiated interactions and private ‘self-talk’, characteristic of large-group free play of mainstream settings. Challenges and opportunities of generalist and specialist provision are discussed.

False hope: underprepared students’ pursuit of postsecondary degrees

Purpose – The purpose of this paper is to examine the need for postsecondary education and the gap between students’ academic preparedness and the demands of college-level work. Design/methodology/approach – The authors examined the advantages and disadvantages of different postsecondary institutions, their admission requirements, the cost of attending and the realities of degree attainment for underprepared students. The authors focus specifically on problems faced by students with weak literacy skills who enroll in universities that do not have admission requirements. They consider the importance of early learning and educational experiences that positively affect college readiness and highlight the responsibilities of institutions and faculty in assisting underprepared students who are enrolled in postsecondary programs. Findings – Findings suggest the key to college readiness and postsecondary academic success depend on students’ ability to attain (a) proficiency in literacy at early grade levels, (b) knowledge of expository texts, (c) study strategies, and (d) personal behaviors such as paying attention, completing assignments, persisting in difficult tasks, and self-regulation that contribute to academic success. Originality/value – This paper presents a synthesis of findings from reports on postsecondary students’ preparedness for college-level work. In that the authors draw on their experiences as professors in different types of institutions, this article is highly original and makes a unique contribution. Currently, there is a belief in the USA that everyone needs a college education. The authors demonstrate that this view is neither accurate nor realistic.

A Teacher's Journal: Liz's Pattern

A recent mathematical experience with Liz Leatherberry, a student in sixth grade, emphasized to us the importance of early learning, which can form a solid base for algebraic knowledge.