scholarly journals Promoting Children Potential and Social Abilities: A Qualitative Study of Nursery Assessment Practices in Malaysia

2020 ◽  
Vol 22 (12) ◽  
Author(s):  
Nordin Mamat ◽  
◽  
Mazlina Che Mustafa ◽  
Loy Chee Luen ◽  
Abdul Rahim Hamdan ◽  
...  
Keyword(s):  
Assessment Practices ◽  
Education Programs ◽  
Future Plan ◽  
Running Records ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Social Abilities ◽  
Children Development ◽  
Depth Interviews

This study aims toidentify the frequency of assessments at TASKA (nursery) centres and how the assessments are conducted. The study involves 20 teachers from TASKA (nurseries) who conduct early education programs for children aged birth to 4 years old. In-depth interviews were conducted with the teachers based on instruments from the early childhood care and education (ECCE) Research Project which included two main standards, an element of children’s learning and assessment. There are various frequencies of each assessments for each TASKA such as two times a year; three times a year; every three months, monthly, weekly and daily. The frequencies of assessment are depending on the TASKA needs such as a reporting to other teachers when they progress. The result also shows that the observation conducted with checklist, anecdotal record, running records and portfolio. Observation records as mentioned by the teachers to monitor children development and to show the quality of the TASKA. In conclusion, the frequency of observation gives benefit to the children and for teachers’ preparation and future plan for the program. The continuation of child observations carried out by parents or guardians at home can help identify the child’s development more accurately.

scholarly journals Home-School Relationships: A Qualitative Study with Diverse Families

2015 ◽  
Author(s):  
Betty Cardona ◽  
Sachin Jain ◽  
Kathy Canfield-Davis
Keyword(s):  
Parent Involvement ◽  
Early Childhood ◽  
Family Involvement ◽  
Cultural Backgrounds ◽  
Early Childhood Care ◽  
Class Level ◽  
Childhood Care ◽  
Data Source ◽  
Depth Interviews

This qualitative case study explored how families from diverse cultural backgrounds understood family involvement in the context of early childhood care and educational settings. Participants in the study included nine members from six families who had children enrolled in three early childhood care and education programs. The primary method of data collection included in-depth interviews with the parents of these children. A second data source was obtained through non-participant observations in each of the three programs. Findings revealed that the way families understand parent involvement is strongly influenced by issues of ethnicity, social class, level of education, and language.

scholarly journals Evaluation and Assessment Practices in Early Childhood Care: A Theoretical Approach to Training

2018 ◽  
Vol 4 (2) ◽  
pp. 67-79
Author(s):  
Olaniran Nathaniel ◽  
Ikuenomore Mosunmola Grace ◽  
Okoroafor Nnenna ◽  
Adesola Shehu
Keyword(s):  
Early Childhood ◽  
Theoretical Approach ◽  
Assessment Practices ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Evaluation And Assessment

Challenges in the provision of early childhood care and education services in rural areas of Botswana

2021 ◽  
Vol 9 (3) ◽  
pp. 753-761
Author(s):  
Christina Mwaipopo ◽  
Keyword(s):  
Early Childhood ◽  
Rural Areas ◽  
Relevant Information ◽  
Education Programs ◽  
Education Services ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The World ◽  
University Archives ◽  
The Way

Quality Early Childhood Care and Education programs are beneficial to children in numerous ways. Consequently, from time immemorial, various stakeholders not only in Botswana, but the world over, has embarked on various efforts to try to provide such services. However, several challenges in the provision of Early Childhood Care and Education services prevail in various countries. This paper explores such issues in the context of Botswana. It also maps the way forward in relation to addressing the challenges. Desktop research using existing sources such as newspapers, University archives, and published citations was used to gather relevant information for this paper.

Early childhood care and education in Ethiopia: A quest for quality

2021 ◽  
pp. 1476718X2110025
Author(s):  
Boitumelo M Diale ◽  
Abatihun A Sewagegn
Keyword(s):  
Early Childhood ◽  
Ministry Of Education ◽  
Learning And Development ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The Status ◽  
Proper Training ◽  
Theses And Dissertations ◽  
Different Sources

Early childhood care and education (ECCE) has a crucial contribution to the future life of children, and overall quality of learning and development of a country. Even though there are no well-established international criteria to evaluate the quality of ECCE programmes because of the variability in nations’ economies, workforces, political regimes and cultures, there are some common standards. Therefore, the purpose of this review article is to assess the status of ECCE in Ethiopia and its contribution to quality education. This review is based on a document analysis from different sources (i.e. policy documents, books, journals, theses and dissertations). The study focuses on identifying common quality indicators/dimensions for ECCE and the challenges that Ethiopian ECCE faces in terms of these dimensions. Indicating that the practice of ECCE in Ethiopia is faced with diverse challenges. Some of the challenges are lack of proper training for teachers and caregivers; use of developmentally inappropriate curriculum; lack of pedagogical skill; unfavourable working conditions; inadequate resources; lack of continuous supervision and programme evaluation; inactive parental and community participation; ineffective school organisation and leadership; imbalanced staff-child ratios; and improper healthcare and hygiene. Therefore, the Ministry of Education (MoE) in partnership with the Ministry of Health (MoH), the Ministry of Women’s Affairs (MoWA), the community and other concerned bodies should work together to improve the practice of ECCE.

scholarly journals Validating the teaching, learning, and assessment quality of Malaysian ECCE instrument

2021 ◽  
Vol 10 (1) ◽  
pp. 135
Author(s):  
Hishamuddin Ahmad ◽  
Nordin Mamat ◽  
Mazlina Che Mustafa ◽  
Syahida Iryani Mohd Yusoff
Keyword(s):  
Early Childhood ◽  
Education Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Teaching Learning ◽  
Polytomous Item Response ◽  
Rating Model ◽  
Variance Explained

<span>Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument’s reliability was overall very good (α=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality.</span>

scholarly journals Early Childhood Learning Quality in Pandalungan Community

2019 ◽  
Vol 13 (2) ◽  
pp. 296-309
Author(s):  
Aisyah Nur Atika ◽  
Khutobah ◽  
Misno ◽  
Haidor ◽  
Lutfi Ariefianto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Role Play ◽  
Children And Youth ◽  
Youth Services ◽  
Childhood Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Early Childhood Learning

The challenge for rural communities to provide quality education for early childhood in Indonesia is difficult. National politics, policies, and economic and cultural conditions affect the Early Childhood Education system, and Indonesia is a large multicultural country, so, even the quality of education is difficult. This study aims to look at the quality of children's education in Pandalungan. Using qualitative methods with ethnographic design, data collection techniques using interviews, observation, and documentation. The results showed that educational institutions for children in urban areas can be categorized quite high. However, for early childhood education services in Desa Sukorambi Pandalungan, the quality is quite poor. Research suggestions are the need for follow-up related to social, economic, cultural and environmental factors at the level of Pandalungan community awareness of early childhood education. Keywords: Early Childhood, Learning Quality, Pandalungan Community References: Bernal, R., & Ramírez, S. M. (2019). Improving the quality of early childhood care at scale: The effects of “From Zero to Forever.” World Development, 118, 91–105. https://doi.org/10.1016/j.worlddev.2019.02.012 Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers and Education, 138, 130–145. https://doi.org/10.1016/j.compedu.2019.04.013 Biersteker, L., Dawes, A., Hendricks, L., & Tredoux, C. (2016). Center-based early childhood care and education program quality: A South African study. Early Childhood Research Quarterly, 36, 334–344. https://doi.org/10.1016/j.ecresq.2016.01.004 Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Church, A., & Bateman, A. (2019). 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Jakarta: Kencana Prenada Media Group. Lucas, F. M. M. (2017). The Game as an Early Childhood Learning Resource for Intercultural Education. Procedia - Social and Behavioral Sciences, 237(June 2016), 908–913. https://doi.org/10.1016/j.sbspro.2017.02.127 Atwi Suparman. (2012). Desain Intruksional Modern. Jakarta: Erlangga. Mapiare, A. (2013). Tipe-tipe Metode Riset Kualitatif Untuk Eksplanasi Sosial Budaya Dan Bimbingan Konseling. Malang: Elang Emas & Prodi Bimbingan Dan Konseling Fakultas Ilmu Pendidikan Universitas Negeri Malang. Milner, K. M., Bhopal, S., Black, M., Dua, T., Gladstone, M., Hamadani, J., … Lawn, J. E. (2019). Counting outcomes, coverage and quality for early child development programmes. Archives of Disease in Childhood, 104, S3–S12. https://doi.org/10.1136/archdischild-2018-315430 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Nutbrown, C. (2011). Key Concepts in Early Childhood Education and Care (2nd ed.). 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