Traditional play and contemporary curriculum

2020 ◽  
Vol 69 (1) ◽  
pp. 69-87
Author(s):  
Ivana Visković ◽  
Jelena Topić
Keyword(s):  
Longitudinal Research ◽  
Educational Process ◽  
Preschool Age ◽  
Childhood Education ◽  
Highly Educated ◽  
Intangible Heritage ◽  
Adult Supervision ◽  
Younger Age ◽  
Education And Care ◽  
Teachers And Parents

Changes in social interactions in contemporary society limit the transmission of the traditional play as a significant segment of cultural intangible heritage. It is assumed that the introduction of the traditional play in the institutional Early Childhood Education and Care (ECEC) would contribute to its preservation.The opinions of teachers and parents of children of early and preschool age on the importance and purposefulness of the application of traditional play in the educational process were examined.The importance of traditional play was assessed more significantly by participants of older than younger age, and those highly educated than those less educated.The place where the participants grew up was related to the assessment of the limitations of the traditional play. Assessing outdoor play without adult supervision positively correlates with assessing children’s preoccupation with the virtual world. Conducting action research on the possibility of implementing traditional play, along with longitudinal research on children’s development, could possibly indicate the importance of traditional play.

scholarly journals EDUCATION OF DILIGENCE IN CHILDREN OF PRESCHOOL AGE THROUGH ETHICAL CONVERSATIONS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
V.V KARIKH ◽  
◽  
O.A BALABAEVA ◽  
Keyword(s):  
Further Education ◽  
Educational Process ◽  
Hard Work ◽  
Preschool Age ◽  
Practical Significance ◽  
Household Work ◽  
Structural Components ◽  
Teachers And Parents ◽  
Additional Education ◽  
Labor Skills

Objective: identify the features of hard work of children of senior preschool age. Methods: a diagnostic procedure aimed at evaluating the structural components of hard work of children of senior preschool age (cognitive, emotional, motivational, behavioral), developed by R. S. Bure, I. V. Zhitko, G. A. Uruntayeva, Yu. a. Afonkina, allowed us to analyze the features of hard work and outline the prospects for its further education, in terms of pedagogical conditions. Results: the results of the study revealed that the majority of children of senior preschool age are at an average level, which is characterized by a manifestation of interest on the part of children in adult work, but there is insufficient volume and depth of ideas about adult work and its significance. Children are characterized by a lack of initiative and independence. The level of labor skills in household work is characterized by insufficient responsibility: children do not maintain order in the group, forget to clean up their toys; lack of independence, initiative, consistency: children do not know where to start cleaning, where to get the necessary equipment, how to properly perform duty. Scientific novelty: based on the use of a set of complementary research methods, the article substantiates the features of hard work of children of senior preschool age and defines the pedagogical conditions for its education through ethical conversations. Practical significance: the results of this research can be used in the educational process and practice of teachers of preschool and additional education, as well as individual work of teachers and parents with children of older preschool age to foster hard work through ethical conversations.

scholarly journals Relations between motor skills and language skills in toddlers and preschool-aged children

2021 ◽  
Vol 4 (2) ◽  
pp. 47-67
Author(s):  
Elin Reikerås ◽  
Thomas Moser ◽  
Finn Egil Tønnessen
Keyword(s):  
Motor Skills ◽  
Life Skills ◽  
Language Skills ◽  
Real Life ◽  
Authentic Assessment ◽  
Preschool Age ◽  
Childhood Education ◽  
Daily Life Activities ◽  
Education And Care ◽  
Preschool Aged Children

The purpose of this longitudinal study is to (1) examine the relations between language and motorlife skills in toddlers and preschool-aged children (n = 646) in real-life situations; and (2) to explore how the level of motor-life skills in toddlers (2 years and 9 months, T1) is related to language skills at preschool age (4 years and 9 months, T2). Data were collected through structured observation during play and daily life activities (authentic assessment) by staff in Norwegian Early Childhood Education and Care institutions. The correlations between motor-life skills and language skills at T1 were significant but small (r = .12 to .29) and were somewhat stronger at T2 (r = .18 to .46). The correlation between motor-life skills at T1 and language skills at T2 (total score) was small (rho = .25) but significant. However, the subgroups with weak and strong motor-life skills at T1 differed significantly in language skills at T2 (effect size: .40). These findings support and complement previous research, which indicates significant relations between the level of motor-life skills in toddler age and language skills in preschool age.

scholarly journals Perspectives on Early Childhood Education in Romania: a Qualitative Research

2021 ◽  
pp. 329-348
Author(s):  
Anca Egerau ◽  
◽  
Ramona Lile ◽  
Alina Roman ◽  
Gabriela Kelemen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Early Education ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care ◽  
Framework Document ◽  
Diagnostic Framework ◽  
Teachers And Parents

Early childhood education and care (ECEC) is a concept that refers to the period from the birth of the infant to the time when the child begins the kindergarten. In children’s lives, it is a significant time because it is when they first learn how to connect with others, including friends, teachers and parents, and often continue to build passions that will stick with them throughout their existences. It is a period when children develop essential social and emotional skills and a bond is built between the infant, their parents and the teacher. Representative program no. 1 – Increasing access to ECEC under the ESL Strategy aims to implement the following key measures: (i) a coherent framework for ECEC; (ii) involvement of the family (with children 0-3 years) in parental education programs and by providing financial incentives; (iii) qualification, training and retention of early education and care staff. The non-competitive Early Inclusive and Quality Education project, implemented by the Ministry of National Education in partnership with the University of Piteşti, Aurel Vlaicu University of Arad and Ştefan cel Mare University of Suceava, between 2019 and 2021, aims to implement measures provided in the Representative Program no.1 of the early school leaving Strategy. In the first year of implementation, it is envisaged to develop a diagnostic framework document on the organization and operation of quality services in the field of early education in Romania and to support their implementation in the future. In this context, 8 focus groups are planned to take place in each development region, in order to outline a SWOT analysis of the educational, medical and social services provided in early education in Romania in the last 3 years. This report presents the findings from two focus groups that were organised in Arad and Bistrita by Aurel Vlaicu University of Arad.

scholarly journals Moving toward gender fluid discourses in early childhood settings: ECES share their experiences and ideas

2021 ◽  
Author(s):  
Chloe Waters
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Queer Theory ◽  
Developmental Theory ◽  
Preschool Age ◽  
Phone Interview ◽  
Childhood Education ◽  
Preschool Age Children ◽  
Education And Care ◽  
Early Childhood Settings

The dominant, yet dated discourse surrounding gender has been discussed primarily using developmental theory. Over the last thirty years, scholars have been challenging this discourse, but this is often not reflected in practice. This qualitative study is informed by a phone interview and a focus group session with educators, who believe that adopting a more gender fluid perspective with children is important. Inspired by Queer theory, employing a critical paradigm and social justice framework, it investigates how a queering of current gender discourses is being incorporated into ECEC practice. By consulting educators, the research gains insight on how gender fluid discourses can be incorporated into the field of ECEC through learning how educators are already incorporating gender fluid discourses in a proactive manor with preschool age children in ECEC settings. In the findings, five main themes were identified focusing on materials, practices, parents, ECEs, and ECE education and support. Keywords: early childhood education and care, educators, gender fluid, reconceptualizing

scholarly journals Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

2021 ◽  
Vol 23 (3) ◽  
pp. 1278-1306
Author(s):  
Juliene Madureira Ferreira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational System ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Education And Care ◽  
Educational Assessments ◽  
The Impact ◽  
Support Students

Since 2005, with the impact of the results of international educational assessments, Finland and its educational system has been the focus of interest for educators around the world and different aspects of the system's functioning and structure have been explored. This text presents two of the key elements in early childhood education and care, learning based on play and learning based on the phenomenon; and how these pedagogical approaches structure practices that support students' learning, and are articulated with the subsequent educational process. Going beyond the mere description of pedagogical practices and not repeat what other researchers have already narrated about the Finnish educational system, the developmental aspects of these practices and how they are articulated with the extensive training of teachers is evident throughout this text.

scholarly journals Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study

2017 ◽  
Vol 16 ◽  
Author(s):  
Kari Krogstad
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Curriculum ◽  
Childhood Education ◽  
Religious Festivals ◽  
Starting Point ◽  
Education And Care ◽  
Teachers And Parents ◽  
The Ideal

This paper investigates how teachers at Norwegian early childhood education and care (ECEC) institutions interpret the national curriculum’s mandate that children should learn about religion and religious festivals. The results from an empirical study conducted in one religiously diverse ECEC, which is attended by children from both Christian and Muslim families, serve as the context for this analysis. The study identifies discrepancies between the ideal provided by the national curriculum and the reality described by teachers and parents. In the case of the ECEC studied, religion as such causes uneasiness among the teachers. As a result, Christian festivities focus more on traditions than religion, and Muslim holidays are ignored. Parents are largely uninformed about the purpose and content related to religious festivities at their children’s ECEC. A starting point in addressing teachers’ uncertainty over how to comply with the curricular mandate is to design pedagogical activities around religious festivities that aim to achieve learning and mutual understanding among the children.

scholarly journals Moving toward gender fluid discourses in early childhood settings: ECES share their experiences and ideas

2021 ◽  
Author(s):  
Chloe Waters
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Queer Theory ◽  
Developmental Theory ◽  
Preschool Age ◽  
Phone Interview ◽  
Childhood Education ◽  
Preschool Age Children ◽  
Education And Care ◽  
Early Childhood Settings

The dominant, yet dated discourse surrounding gender has been discussed primarily using developmental theory. Over the last thirty years, scholars have been challenging this discourse, but this is often not reflected in practice. This qualitative study is informed by a phone interview and a focus group session with educators, who believe that adopting a more gender fluid perspective with children is important. Inspired by Queer theory, employing a critical paradigm and social justice framework, it investigates how a queering of current gender discourses is being incorporated into ECEC practice. By consulting educators, the research gains insight on how gender fluid discourses can be incorporated into the field of ECEC through learning how educators are already incorporating gender fluid discourses in a proactive manor with preschool age children in ECEC settings. In the findings, five main themes were identified focusing on materials, practices, parents, ECEs, and ECE education and support. Keywords: early childhood education and care, educators, gender fluid, reconceptualizing

scholarly journals INNOVATIVE SYSTEM OF EDUCATION AND CARE FOR EARLY AND PRESCHOOL AGE CHILDREN

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Volodymyr Voronov
Keyword(s):  
Educational System ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Sensitive Period ◽  
Leadership Potential ◽  
The Social ◽  
Education And Care ◽  
Innovative System ◽  
Principal Value

The human’s personality takes shape in preschool age. Later in school and adolescence age, a human’s personality continues to develop. However, the preschool age is the most sensitive period for forming emotional and value attitudes to cognition, interaction with the social environment, and self-development. The educational system “Education & Care” is the first complex system in preschool education; it uses modern educational technologies to develop a child’s harmonious personality and leadership potential. The system includes the Programme for early childhood and preschool education: “Education & Care”, “Monitoring the level of child’s educational development”, “Approximate daily planning”, recommendations for parents on children’s education, nutrition, and other methodical and didactic materials. The principal value of the educational system “Education & Care” is that it can be used not only by a teacher but by an adult who takes care of a child of early and preschool age and is engaged in his or her education; it is also possible to organize an effective educational process for a child even at home.

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