Supporting High-quality Early Childhood Education Services throught ICTs

2010 ◽  
Author(s):  
Rubén Míguez ◽  
Juan M. Santos ◽  
Luis Anido
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
High Quality ◽  
Education Services ◽  
Childhood Education

Followers and following in early childhood education workplaces: A narrative review of the followership literature

2021 ◽  
pp. 174114322110674
Author(s):  
Melinda Brooker ◽  
Tamara Cumming ◽  
Helen Logan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Small Body ◽  
High Quality ◽  
Education Services ◽  
Education Literature ◽  
Childhood Education ◽  
Potential Value ◽  
Conceptual Clarity ◽  
Management Literature

Typically, leadership is identified as a key to constructing high-quality early childhood education services and creating provisions to promote children's successful outcomes. However, leadership does not occur in isolation. Organisational management scholars point out that success in organisations is mostly reliant on effective followers. Despite a long tradition of attention to the value of followership in organisational management literature, little attention is given to followership in early childhood education literature. This article reviews conceptualisations of followership from a broad body of literature from organisational management and higher education studies, and a small number of studies in early childhood education literature that mentioned followership. This small body of early childhood education literature is critiqued in connection with the broader body of literature. The analysis reveals three key themes concerning followership in early childhood education literature: the dominance of leader-centric ideas; a lack of conceptual clarity about the role and practices of followership; and early childhood educators’ qualifications typically determine who follows and who leads. This review contributes to increased understandings of the potential value of followership theories and practices in early childhood education.

scholarly journals Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services

2021 ◽  
Author(s):  
Sofia-Loredana Tudor
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Training Needs ◽  
Educational Services ◽  
Teaching Staff ◽  
Education Services ◽  
Childhood Education ◽  
Education Strategy ◽  
Policy Measures

Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

scholarly journals Dialogue and Interaction in Early Childhood Education: A Systematic Review

2016 ◽  
Vol 6 (1) ◽  
pp. 51 ◽  
Author(s):  
Rocío García-Carrión ◽  
Lourdes Villardón-Gallego
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Later Life ◽  
Pedagogical Practices ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Learning And Development ◽  
High Quality ◽  
Substantial Impact ◽  
Childhood Education

<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>

A Look Back: Preschool perspectives in Kappan

2021 ◽  
Vol 103 (2) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
High Quality ◽  
General Consensus ◽  
Childhood Education ◽  
Look Back ◽  
The 1960S

In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered early childhood education. Since the 1960s, authors have largely agreed about the benefits of high-quality early childhood education, and there has been general consensus about what such a program should look like. However, expanding access to such programs has remained a challenge.

scholarly journals The Impact of Expanding Access to Early Childhood Education Services in Rural Indonesia

2017 ◽  
Vol 35 (S1) ◽  
pp. S305-S335 ◽  
Author(s):  
Sally Anne Brinkman ◽  
Amer Hasan ◽  
Haeil Jung ◽  
Angela Kinnell ◽  
Menno Pradhan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Services ◽  
Childhood Education ◽  
The Impact
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