Model Of Early Childhood Education Research Articles

The Analysis on the Influence of ICT on Early Childhood Education in China

This study examines the impact of ICT on early childhood education in China in terms of young children, teachers and kindergartens; the emergence of ICT was found to have impacted on the traditional educational model of early childhood education in China. Not only does it provide young children with more access to knowledge, but it also helps teachers to enrich classroom content and increase opportunities to communicate with parents. More importantly, it has effectively improved the efficiency of kindergarten and education administration management and has alleviated the lack of educational resources in many areas. However, the use of ICT still needs to be regulated to avoid negative effects on children's health and daily school life. The government can increase its policy and financial support for the promotion and implementation of ICT in early childhood education settings.

Kanhgág Vĩ Mré Ẽg Jykre Pẽ Jagfe - the Kaingang language and culture nest

Nesse artigo apresentamos o projeto Kanhgág vĩ mré ẽg jykre pẽ jagfe - Ninho de língua e cultura Kaingang (cf. NASCIMENTO et al., 2017), desenvolvido na Terra Indígena Nonoai/RS. Inspirado no modelo de educação infantil do povo Māori da Nova Zelândia, conhecido como Kohanga Reo Māori “ninho de língua Māori”, o projeto visa a transmissão intergeracional da língua indígena através de métodos de imersão total. Apresentaremos um relato do processo de implementação do projeto e discutiremos questões fundamentais para o processo de revitalização das línguas indígenas brasileiras a partir dos modelos de revitalização que tem como foco a transmissão intergeracional.

Tensions between Western ECCD and the Indigenous African Educational System and What This Means for ECCD Practice

Tensions between the current model of Early Childhood Education practiced and the Indigenous or traditional ways of raising children are examined in the context of Ghana and West Africa. Ghana and other West African countries are making efforts to move away from didactic, teacher -directed methods of teaching in early childhood where children are treated as blank slates to be filled with knowledge by the teacher. These efforts are manifested in the multiple early learning theories that have been adopted in curricula to guide practice. However, this paper assesses tensions between the model of early childhood education currently practiced in Ghana (and West Africa more broadly) and Ghanaian Indigenous ways of raising children, which exposes how moving away from the teacher-centered method of teaching is difficult. Drawing on secondary data sources, in the form of a literature review of published articles, government documents, and reports from Non-Governmental Organizations, in this paper we identify that these tensions emerge due to the differences between the current Early Childhood Education program and the Indigenous educational system as well as the marginalization of Indigenous content from the Early Childhood Education program. Keywords : Early childhood education, child-led, teacher-centered, Indigenous, tensions. DOI: 10.7176/JEP/11-24-13 Publication date: August 31 st 2020

Holistic-Integrative Eduaction System in an Islamic Kindergarten

<p>This research aims at examining the holistic-integrative approach system model appliedto an Islamic Kindergarten in Purwokerto city, Banyumas Regency. This qualitative research employs acase study with observation, interview and documentation as the data collection techniques. The data are then analyzed using two analysis techniques, namely content analysis and comparative analysis, with an interactive cycle. Based on the findings, the education developed through thesystematic approach ranges from the input resourcesstrengthening process, processes and transformation of raw inputs involving process quality elements, setting output targets with clear and measurable characteristics, and orientation to education unit users. The Islamic Kindergarten’s system is formulated in an integrated holistic system format model of early childhood education (sources, environment, process, transformation, output, and user). The model is developed by the researcher out of Kaufman’s model and Smith’s modelfor general system approach model.</p>

‘We don’t teach race here’: race-silenced pedagogies of Trinidadian preschool teachers

ABSTRACT Much of the educational literature highlights the importance of teaching young children about the value of diversity in relation to fostering positive social–emotional skills and well-being. In the Trinidadian context, while ample work addresses the prevalence of racism, far less research has investigated the racial socialization practices of Caribbean teachers in general and Trinidadian teachers in particular. The present qualitative study investigated how Indo-Trinidadian teachers addressed children’s racial awareness, cultivated racial pride in young children and enacted anti-racist pedagogies. Findings revealed that teachers did not engage in explicit racial socialization; and the lack of anti-racist/anti-colonial pedagogy was strongly linked to teachers’ professional and personal identities; as well, it appeared that context-specific race relations inform educator’s conceptual understandings of race and its relevance to their teaching practice. The article concludes with suggestions for a decolonized early childhood education model for the Trinidadian context.

Combining behavioral economics and field experiments to reimagine early childhood education

AbstractBehavioral economics and field experiments within the social sciences have advanced well beyond academic curiosum. Governments around the globe as well as the most powerful firms in modern economies employ staffs of behavioralists and experimentalists to advance and test best practices. In this study, we combine behavioral economics with field experiments to reimagine a new model of early childhood education. Our approach has three distinct features. First, by focusing public policy dollars on prevention rather than remediation, we call for much earlier educational programs than currently conceived. Second, our approach has parents at the center of the education production function rather than at its periphery. Third, we advocate attacking the macro education problem using a public health methodology, rather than focusing on piecemeal advances.

Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education

ABSTRACTReggio Emilia is a small city in Italy that has emerged as an exemplary model of early childhood education. The first schools were started and run by parents who wanted their children to experience an education that was different from their own. From that humble desire rose a system of infant/toddler preschools and now early elementary classes that use artistic expression, long- and short-term projects, and engaging environments to establish learning communities that embody democracy and freedom. Within this system is a series of fundamental principles that are intimately connected and dependent on each other. The combination of history and fundamental principles is supported by a deep civic commitment to children. The Reggio Emilia approach has inspired many educators around the world, not only because of its beautiful schools and intriguing artefacts but because they face adversity with resolve and imagination.

Model Pengelolaan Program Pendidikan Anak Usia Dini Berbasis Masyarakat

:Management Model of Early Childhood Education Programs Based on Community Par­ticipation. This study aimed to instill a management model of early childhood education programs by involv­ing the community in planning, implementation, and assessment. The model was developed through the steps of research and development. The data were collected using interviews, observations and documen­tation and analyzed using descriptive statistics. This study found out that the management model of early childhood education based on community participation could improve the children's psychosocial devel­opment, increase the satisfaction of the community regarding planning, implementation and instructional evaluation, and enhance the students' achievement.

Teachers as Policy Makers: the Case of Socio - Educative Centres in Andalusia

The teacher is an attachment figure and is the curriculum with children from birth to three years old. Literature is reviewed about the nature of desirable practices with infant and toddlers; based on interaction amongst early childhood school, families and community, mainly around the concept of integrated services. In the case of Andalusia model of early childhood education, some contradictions are arising out of the antagonisms both by institutional model as well as teacher profile. The contradictions shall be analysed from two points of view. Firstly, childhood development theory adopted by Andalusia government; and , secondly, data analysis, offer a soft integration of a diversity of education, social and health services aimed to prevent education inequalities, in a context of social and economic deprivation. These dichotomies are especially evident in the spread of responsibilities for early childhood across services of health family and community on the one hand and services of education on the other hand.The problem is that teachers cannot make decisions to accomplish their role as policy curriculum makers. In this context, teachers are enclosed in the classroom, so their actions outside of school are undermine by institutional barriers of no integration amongst social, educational, and health services towards compatible objectives.

An Analysis of New Zealand's Changing History, Policies and Approaches to Early Childhood Education

NEW ZEALAND HAS AN INTERNATIONALLY unique approach to early childhood education, which includes a bicultural early childhood curriculum, a robust infrastructure of organisation and management overseen by the New Zealand Ministry of Education, and a growing reputation for innovation in early childhood teaching and learning. This paper examines how the current model of early childhood education emerged, the policy decisions that enabled current systems to be developed, the importance of the early childhood curriculum, teacher education and professional development, and recent developments during a time of recession in New Zealand. Some recommendations for early childhood education, based on the New Zealand experience, are proposed.

A home training service for pre-school developmentally handicapped children

Summary The researchers collaborated with service personnel in developing and evaluating a home training service for pre-school developmentally handicapped children in two areas within South Glamorgan. The service was based on the Portage model of early childhood education, and involved parents as the major teaching resource. A time-series experimental design was used with the 19 subjects acting as their own controls. The data included details of skills taught through the Portage service, monthly scores on the Portage checklist and two-monthly scores on the Griffiths Mental Development Scale. The results showed that 88.2% of tasks taught through the Portage service were learned, 67.3% being learned within one week. In both experimental groups there was an increase in the rate of acquisition of checklist skills coinciding with the introduction of the Portage service. Most of the subjects also showed increased gains on mental development test scores after the introduction of the service.