scholarly journals Comparative Analysis of the Transition from Early Childhood Education to Primary Education: Factors Affecting Continuity between Stages

2021 ◽  
Vol 10 (1) ◽  
pp. 441-454
Author(s):  
Alba González-Moreira
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Early Childhood Education ◽  
Primary Education ◽  
Factors Affecting ◽  
Childhood Education

scholarly journals Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

2014 ◽  
Vol 8 ◽  
Author(s):  
Ann-Christine Vallberg Roth
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Curriculum Studies ◽  
Construction Quality ◽  
Childhood Education ◽  
Study Results ◽  
Similarities And Differences ◽  
Comparative Nature

The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning) and is more linear and oriented towards goal-rationality than non-linear.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals Belief system of future teachers on Education for Sustainable Development in math classes

Uniciencia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 1-30
Author(s):  
Claudia Vásquez ◽  
María José Seckel ◽  
Ángel Alsina
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Belief System ◽  
Education For Sustainable Development ◽  
Mathematical Education ◽  
Childhood Education ◽  
Interpretative Approach

This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.

scholarly journals PENANAMAN BUDAYA ANTI KEKERASAN SEJAK DINI PADA PENDIDIKAN ANAK MELALUI KEARIFAN LOKAL PERMAINAN TRADISIONAL (Instill Anti-Violence Culture At Early Stage of children Education Through Local Wisdom Of Traditional Games)

Jurnal HAM ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 111
Author(s):  
Oksimana Darmawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Learning Process ◽  
Early Stage ◽  
Education Programs ◽  
Local Regulation ◽  
Childhood Education ◽  
Inductive Approach ◽  
Children Education

Implementasi Program Nawacita Pemerintahan Jokowi-Jusuf Kalla sebagai revolusi karakter bangsa, maka diperlukan aplikatif pembentukan karakter positif anak sejak dini melalui kearifan lokal permainan tradisional. Permasalahannya adalah bagaimana potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Tujuan penelitian ini adalah menilai potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Jenis penelitian adalah kualitatif melalui metode eksploratif dengan pendekatan induktif. Kesimpulan penelitian adalah potensi kearifan lokal yang terkandung dalam permainan tradisional dapat dimanfaatkan untuk mengenalkan budaya anti kekerasan, yaitu dengan merefleksikan dan memaknai kandungan nilai permainan tradisional dalam proses pembelajaran dan aktivitas bermain anak. Untuk itu disarankan, perlu peraturan daerah sampai peraturan gubernur sebagai peraturan pelaksana permainan tradisional agar bisa diterapkan di satuan pendidikan anak usia dini dan pendidikan dasar.AbstractImplementation of Jokowi-Jusuf Kalla’s administration Nawacita program as nation character revolution, so it is necessary to build a positive and applicative character to children, early through the local wisdom of traditional games. This purpose of this research is to assess local wisdom potencies in traditional games can make benefits at early childhood education programs and primary education to establish idea and attitude of anti-violence culture. This research is qualitative with an explorative method and inductive approach. It concludes that local wisdom potencies can be useful to recognize anti-violence culture by reflecting and interpreting values of traditional games in learning process and child playing activities. It suggested that it is important to regulate rule of traditional games both local regulation and governor regulation of early childhood education programs and primary education.

scholarly journals Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution

2003 ◽  
Vol 4 (2) ◽  
pp. 188-217 ◽  
Author(s):  
Elizabeth Stamopoulos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Profound Change ◽  
Childhood Education ◽  
Curriculum Guidelines ◽  
Primary Curriculum ◽  
Education Profession ◽  
The One ◽  
Western Australian

Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.

scholarly journals KONFERENCIJOS „PASAULIS VAIKUI: UGDYMO REALIJOS IR PERSPEKTYVOS“ TIKSLAS IR NAGRINĖTŲ KLAUSIMŲ ĮVAIROVĖ [THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES]

2015 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Good Practice ◽  
Scientific Conference ◽  
Educational Activities ◽  
Childhood Education ◽  
Perfect Form ◽  
Child Education ◽  
The Impact

The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.

scholarly journals PENANAMAN BUDAYA ANTI KEKERASAN SEJAK DINI PADA PENDIDIKAN ANAK MELALUI KEARIFAN LOKAL PERMAINAN TRADISIONAL (Instill Anti-Violence Culture At Early Stage of children Education Through Local Wisdom Of Traditional Games)

Jurnal HAM ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 111
Author(s):  
Oksimana Darmawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Learning Process ◽  
Early Stage ◽  
Education Programs ◽  
Local Regulation ◽  
Childhood Education ◽  
Inductive Approach ◽  
Children Education

Implementasi Program Nawacita Pemerintahan Jokowi-Jusuf Kalla sebagai revolusi karakter bangsa, maka diperlukan aplikatif pembentukan karakter positif anak sejak dini melalui kearifan lokal permainan tradisional. Permasalahannya adalah bagaimana potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Tujuan penelitian ini adalah menilai potensi kearifan lokal yang terdapat dalam permainan tradisional dapat dimanfaatkan di satuan pendidikan anak usia dini dan pendidikan dasar untuk menanamkan budaya anti kekerasan. Jenis penelitian adalah kualitatif melalui metode eksploratif dengan pendekatan induktif. Kesimpulan penelitian adalah potensi kearifan lokal yang terkandung dalam permainan tradisional dapat dimanfaatkan untuk mengenalkan budaya anti kekerasan, yaitu dengan merefleksikan dan memaknai kandungan nilai permainan tradisional dalam proses pembelajaran dan aktivitas bermain anak. Untuk itu disarankan, perlu peraturan daerah sampai peraturan gubernur sebagai peraturan pelaksana permainan tradisional agar bisa diterapkan di satuan pendidikan anak usia dini dan pendidikan dasar.AbstractImplementation of Jokowi-Jusuf Kalla’s administration Nawacita program as nation character revolution, so it is necessary to build a positive and applicative character to children, early through the local wisdom of traditional games. This purpose of this research is to assess local wisdom potencies in traditional games can make benefits at early childhood education programs and primary education to establish idea and attitude of anti-violence culture. This research is qualitative with an explorative method and inductive approach. It concludes that local wisdom potencies can be useful to recognize anti-violence culture by reflecting and interpreting values of traditional games in learning process and child playing activities. It suggested that it is important to regulate rule of traditional games both local regulation and governor regulation of early childhood education programs and primary education.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS

2018 ◽  
Vol 76 (3) ◽  
pp. 380-392
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Communication Technologies ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Perceptions And Attitudes ◽  
Information And Communication

This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments. Keywords: information and communication technologies, future teachers, educational inclusion, early childhood education, primary education.

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