Study on Factors Affecting the Academic Achievements of Early Childhood Education Students in their Freshman Year at a 3- Year College

2016 ◽  
Vol 17 (2) ◽  
pp. 215-239
Author(s):  
Hye-Sook Ryu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Students ◽  
Freshman Year ◽  
Factors Affecting ◽  
Childhood Education ◽  
Academic Achievements

Music Education in Training Early Childhood Education Teachers in the Context of Jerome Bruner’s System of Representations. Its Purpose and Teaching Methodology Modification for Remote Work

2020 ◽  
Vol 15 ◽  
pp. 263-277
Author(s):  
Tomasz Dolski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Developmental Psychology ◽  
Teaching Methodology ◽  
Remote Work ◽  
Education Students ◽  
Proper Understanding ◽  
Childhood Education ◽  
Practical Nature

The article consists of two parts. The first presents the implications for training early childhood music education teachers which arise from the theory of developmental psychology concerning Jerome Bruner’s system of representations. The author strives to point out that their proper understanding appears to be essential to building a good teaching foundation for working with early childhood education students. With reference to the theory in question, the second part of the article discusses a modification of selected methods of conducting music education at the indicated stage of education in relation to the challenges connected with the necessity to work remotely. The author discusses examples of methodology in detail and suggests modifications. The aim of such treatment of the matter is to demonstrate that it is possible to retain the practical nature of educational efforts in spite of the unfavourable conditions that stem from the need to be isolated and work online.

scholarly journals Å gi rom for muslimske barns utprøving av faste i barnehagen

Prismet ◽  
2019 ◽  
Vol 70 (4) ◽  
pp. 311-326 ◽  
Author(s):  
Katrine Giæver
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Key Words ◽  
Life Stories ◽  
Religious Diversity ◽  
Religious Practices ◽  
Education Students ◽  
Childhood Education ◽  
Part Time

I denne artikkelen utforskes muligheten til å gi rom for barns livshistorier knyttet til religiøse praksiser i barnehagen. I lys av en fokusgruppesamtale om barnehagebarn som vokser opp i hjem med muslimske praksiser, diskuteres det hvorvidt barns livshistorier gis begrenset plass når de kommer i konflikt med personalets forståelse av hva som er barns grunnleggende behov. Fokusgruppen besto av barnehagelærerstudenter som jobbet deltid i barnehage, og barns tilnærming til ramadan og faste ble brukt som eksempel på praksiser som kan oppleves utfordrende i barnehagen. Diskusjonen har utgangspunkt i Hannah Arendts teorier om livshistorier og Mikhail Bakhtins diskursteori. Avslutningsvis foreslås noen alternative måter til å gi plass til ulike livshistorier knyttet til kulturelt og religiøst mangfold i barnehagen. Nøkkelord: Barnehage, muslim, Islam, faste, diskurser, livshistorier   This article explores possibilities to embrace children's life stories connected to religious practices in kindergarten. In the light of a focus group conversation about children who grow up in homes with Muslim traditions, the author discusses the consequences when children's life-stories conflict with practitioners' understanding of children's fundamental needs. The focus group consisted of early childhood education students who worked part-time in kindergarten, and children's approach to Ramadan and fasting was used as an example of practices that were experienced as challenging in kindergarten. The discussion draws on aspects of Hannah Arendt and Bakhtin’s theorisations concerning life-worlds and discourses. In conclusion, some alternative ways of including diverse life-stories connected to cultural and religious diversity are suggested.   Key words: Kindergarten, Muslim, Islam, fasting, discourses, life stories.

scholarly journals Teaching Human Development to Early Childhood Education Students: A Cultural-Contextual Perspective

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Howard A. Smith
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Development ◽  
Small Degree ◽  
First Year ◽  
Contextual Approach ◽  
Education Students ◽  
Childhood Education ◽  
The Individual ◽  
Development Course

The focus of a cultural-contextual approach to development is to recognize the fact that considerable differences exist among human individuals, especially in terms of their diverse sociocultural backgrounds. This paper examines how a group of early childhood education students responded to the presentation of a cultural-contextual approach during a human development course. A variety of data were gathered on the reactions of 81 students enrolled in the course during their first year of a four-year undergraduate degree program in early childhood education. The data reflected a number of course-related issues, and the investigation looked for signs that the cultural approach was salient for the students. There appeared to be evidence for only a small degree of success in conveying the approach in terms of students actually mentioning such issues. In analyzing the findings we propose that to reach a larger number of students, it may be necessary to address in a deliberate way the explicit and implicit messages concerning what is important to know about human development. The underlying assumptions of the wider course of study may need to be addressed as well, both at the program level and within the individual courses themselves. Implications for teaching are presented.

scholarly journals How do Specific Conditions Shape Values of Undergraduate Early Childhood Education Students in Slovenia?

2021 ◽  
Vol XIX (3) ◽  
pp. 525-540
Author(s):  
Marta Licardo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Undergraduate Students ◽  
Work Experience ◽  
Full Time ◽  
Education Students ◽  
Childhood Education ◽  
Study Programme ◽  
Part Time ◽  
Time Part

The purpose of the study is to examine the early childhood education students’ values and what are the differences in the students’ values in specific conditions related to social environment. The values of undergraduate students who study early childhood education are very important for professional development and practice. The purpose of this study is to determine, if their values change during their study programme; which values are more important to the students; and what are the differences in the students’ values in terms of the type of study (full time/part time), years of study, age, work experience and work status. Results indicate that employed students have higher scores on other-centred values than unemployed students, older students express more others-centred values than younger students, while in self-centred values there are no age differences. Students who have more work experience express more others-centred values and students who study longer express more others-centred values than fresh students, while in self-centred values differences by years of study do not occur. These results reveal important changes in the hierarchy of values related to measured variables and interplay between various conditions.

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