A Meta Analysis on Robot Learning in early childhood Education in Korea

2016 ◽  
Vol 1 (1) ◽  
pp. 41-46
Author(s):  
Sung-deok Park ◽  
◽  
Eun-Jung Kim ◽  
Kyung-Chul Kim ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Meta Analysis ◽  
Robot Learning ◽  
Childhood Education

scholarly journals VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 42-58
Author(s):  
Rosny Maidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Student Development ◽  
Meta Analysis ◽  
Research Review ◽  
Learning And Development ◽  
Childhood Education ◽  
Sociocultural Environment ◽  
Sociocultural Approach ◽  
Teaching Learning

This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

scholarly journals Do the effects of early childhood education programs differ by gender? A meta-analysis

2016 ◽  
Vol 36 ◽  
pp. 521-536 ◽  
Author(s):  
Katherine A. Magnuson ◽  
Robert Kelchen ◽  
Greg J. Duncan ◽  
Holly S. Schindler ◽  
Hilary Shager ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Meta Analysis ◽  
Education Programs ◽  
Childhood Education

scholarly journals Nature-based early childhood education for child health, wellbeing and development: a mixed-methods systematic review protocol

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Avril Johnstone ◽  
Paul McCrorie ◽  
Rita Cordovil ◽  
Ingunn Fjørtoft ◽  
Susanna Iivonen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Child Health ◽  
Emotional Health ◽  
Meta Analysis ◽  
Grey Literature ◽  
Random Effect ◽  
Random Effect Model ◽  
Childhood Education

Abstract Background Several systematic reviews have reviewed the evidence relating to nature on aspects of children and adolescent’s health and wellbeing; however, none have looked at the associations or effectiveness of attending nature-based early childhood education (ECE). The main objective is to systematically review and synthesise the evidence to determine if nature-based ECE enhances children’s health, wellbeing and development. Methods We will search the following electronic databases (from inception onwards): MEDLINE, Scopus, PsycINFO, ERIC, SportDiscus, Australian Education Index, British Education Index, Child Development and Adolescent studies, and Applied Social Sciences Index and Abstracts. Grey literature will be identified searching dissertations and reports (e.g. Open Grey, Dissertations Theses Database [ProQuest], and Google Scholar). All types of studies (quantitative and qualitative) conducted in children (aged 2–7 years old) attending ECE who had not started education at primary or elementary school will be included. The exposure of interest will be nature-based ECE settings that integrate nature into their philosophy and/or curriculum and environment. The outcomes of interest will be all aspects of the child’s physical, cognitive, social and emotional health wellbeing and development. Two reviewers will independently screen full-text articles. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, a meta-analysis will be conducted using a random-effect model for studies similar in exposure and outcome. Where studies cannot be included in a meta-analysis, findings will be summarised based on the effect directions and a thematic analysis will be conducted for qualitative studies. Discussion This systematic review will capture the state of the current literature on nature-based ECE for child health, wellbeing and development. The results of this study will be of interest to multiple audiences (including researchers and policy makers). Results will be published in a peer-reviewed journal. Gaps for future research will be identified and discussed. Systematic review registration PROSPERO CRD42019152582

scholarly journals Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis

2015 ◽  
Vol 53 (3) ◽  
pp. 243-263 ◽  
Author(s):  
Holly S. Schindler ◽  
Jenya Kholoptseva ◽  
Soojin S. Oh ◽  
Hirokazu Yoshikawa ◽  
Greg J. Duncan ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Meta Analysis ◽  
Externalizing Behavior Problems ◽  
Childhood Education
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