LEARN: Essential Elements of Museum Education Programs for Young Children

2021 ◽  
Author(s):  
Tricia Eadie ◽  
Sarah Young ◽  
Liz Suda ◽  
Amelia Church
Keyword(s):  
Young Children ◽  
Museum Education ◽  
Essential Elements ◽  
Education Programs

scholarly journals Development and Validation of a Faith Scale for Young Children

Religions ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 197
Author(s):  
Sungwon Kim
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Statistical Analysis ◽  
Pilot Study ◽  
Young Children ◽  
Christian Education ◽  
Faith Development ◽  
Education Programs ◽  
Confirmatory Factor ◽  
Development And Validation

The purpose of this study is to develop and validate a faith scale for young children. Data were collected from 424 young children, who had not yet entered elementary school, with their parents rating their faith level. Sixty-five preliminary questions were formulated under three domains―knowing, loving, and living—that were based on existing studies related to faith. The questions were reduced to 40 through a content validity test conducted by a seven-member panel. These questions were subsequently refined through pilot study, main survey, and statistical analysis. After exploratory and confirmatory factor analysis, the scale was finalized, comprising 25 questions that can be categorized into three factors: confessional faith life, missional life, and distinctive life. This scale is expected to measure early childhood faith and prove the effectiveness of Christian education programs on a young child’s faith development.

Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

1995 ◽  
Vol 8 (1) ◽  
pp. 42-47 ◽  
Author(s):  
Chris Gillam ◽  
Mark Stevenson
Keyword(s):  
Young Children ◽  
Selection Bias ◽  
Pedestrian Safety ◽  
Future Research ◽  
Safety Education ◽  
Education Programs ◽  
School Based ◽  
Relevant Variables ◽  
Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

At the Base of the Cathedral

2017 ◽  
Author(s):  
Wafaa EL Sadik ◽  
Rüdiger Heimlich
Keyword(s):  
Museum Education ◽  
Educational Programs ◽  
German Version ◽  
Education Programs ◽  
Children's Museum

This chapter begins with a description of the cathedral near the author's apartment in Cologne, which reminded her of the pyramids. Although erected thousands of years later, the cathedral, like the pyramids, is an amazing testament to the power of the faith. The cathedral and the Rhine, the museums, and the Philharmonic kept the author from becoming homesick. During her brief stay in Cologne, she had admired the educational programs for children the museums had developed to accompany their exhibition Nofret, the Beautiful. She then decided that she wanted to work in museum education programs, especially for children and the handicapped. From 1988 to 1991 the author worked on the study about an Egyptian children's museum, writing it first in Arabic, then in a German version.

Solving the Creativity Crisis

2019 ◽  
pp. 100-121
Author(s):  
Denise M. Bressler
Keyword(s):  
Professional Development ◽  
Young Children ◽  
Elementary Students ◽  
Creative Thinking ◽  
Essential Element ◽  
Early Learning ◽  
Essential Elements ◽  
Approach To Learning ◽  
Early Learners ◽  
Learning Through Play

Society's serious problems require creative thinkers. Developing an effective workforce relies on cultivating our children's creativity. Unfortunately, we are suffering a creativity crisis, particularly with young children. Since 1990, early elementary students have suffered the largest decrease in creative thinking capacity. Rather than learning through play, young children are taught by rote and tested extensively. Play is indispensable for early learners; without play, students are missing an essential element of early learning that stimulates creative thinking. To promote play, elementary teachers should be trained in maker-centered teaching, a playful approach to learning that embodies the essential elements of STEM education. To truly integrate maker-centered learning, there is a critical need for effective maker-centered professional development. Maker-centered teaching provides playful learning where young children can experience STEM and learn to think more creatively. With maker-centered teaching, we can make the next generation of innovators.

An Evaluation of Transition Components of Individualized Education Programs

1997 ◽  
Vol 63 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Meg Grigal ◽  
David W. Test ◽  
John Beattie ◽  
Wendy M. Wood
Keyword(s):  
Mental Retardation ◽  
High School Students ◽  
Best Practices ◽  
Essential Elements ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
Education Programs ◽  
Individualized Education ◽  
School Students ◽  
Education Act

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

Evaluating a Brief Parental-Education Program for Parents of Young Children

1998 ◽  
Vol 82 (3_suppl) ◽  
pp. 1107-1113 ◽  
Author(s):  
Bonnie C. Nicholson ◽  
Patricia C. Janz ◽  
Robert A. Fox
Keyword(s):  
Young Children ◽  
Education Program ◽  
Social Learning Theory ◽  
Parental Education ◽  
Control Group ◽  
Education Programs ◽  
Theory Analysis ◽  
Parenting Attitudes ◽  
Very Young Children

The effectiveness of a brief parental-education program for 40 families with very young children was studied. Families were assigned to either a parental-education or waiting-list control group. The parental-education program included information and strategies drawn from developmental and cognitive psychology and social learning theory. Analysis showed that participating parents significantly reduced their use of corporal and verbal punishment, changed their parenting attitudes, and improved their perceptions of their children's behavior in comparison to the control group. Effects were maintained at six weeks follow-up. Results supported tailoring parental-education programs to the unique needs of participants.

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