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childhood education practices</title> <meta name="description" content="Search results for: early childhood education practices"> <meta name="keywords" content="early childhood education practices"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="early childhood education practices"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14012</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: early childhood education practices</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13982</span> Effect of Male and Female Early Childhood Teacher's Educational Practices on Child' Social Adaptation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Therese%20Besnard">Therese Besnard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internationally in early childhood education (ECE), the great majority of teachers are women. Some groups believe that a greater male teacher presence in ECE would be beneficial for children, specifically for boys as it could offer a positive male model. It is a common belief that children would benefit from being exposed to both male and female models. Some believe that women are naturally better suited to offer quality care to young children comparatively to men. Some authors bring forth that after equivalent training, differences in the educational practices are purely individual and do not depend on the teacher’s gender. Others believe that a greater male presence in ECE would increase the risk of pedophilia or child abuse. The few scientific studies in this area suggest that differences could exist between male and female ECE teacher, in particular when it comes to play which is the mainstay of the ECE educational program. Male teachers describe themselves as being more playful and having a greater tendency to initiate physical and turbulent play comparatively to female teachers, who describe themselves as favoring games that are calmer and focused on social interaction. Observed directly, male teachers appear more actively engaged in play with children and propose more motor play than female teachers. Furthermore children who have both male and female teachers for one year show less behavior difficulties when compared to children with only female teachers. Despite a variety of viewpoints we don’t know if the educational practices of male ECE teachers, (emotional support, classroom organization or instructional support) are different than the educational practices of female teachers and if these practices are linked with children’s adaptation. This study compares the educational practices of 37 ECE teachers (57 % male) and analyses the link with children' social adaptation (n=221). Educational practices were assessed through observational measurements with the Classroom Assessment Scoring System (CLASS) in a natural class environment. Child social adaptation was assessed with the Social Competence and Behavior Evaluation (SCBE). Observational data reveals no differences between men's and women's scale of the CLASS. Results using Multilevel models analyses suggest that the ability to propose good classroom organization and give good instructional support are linked with better child' social adaptation, and that is always true for men and women teachers. The results are discussed on the basis of their potential impact on future educational interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20social%20adaptation" title="child social adaptation">child social adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=men%20teacher" title=" men teacher"> men teacher</a> </p> <a href="https://publications.waset.org/abstracts/29369/effect-of-male-and-female-early-childhood-teachers-educational-practices-on-child-social-adaptation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13981</span> How Technology Can Help Teachers in Reflective Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ambika%20Perisamy">Ambika Perisamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Asyriawati%20binte%20Mohd%20Hamzah"> Asyriawati binte Mohd Hamzah </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this presentation is to discuss teacher professional development (TPD) through the use of technology. TPD is necessary to prepare teachers for future challenges they will face throughout their careers and to develop new skills and good teaching practices. We will also be discussing current issues in embracing technology in the field of early childhood education and the impact on the professional development of teachers. Participants will also learn to apply teaching and learning practices through the use of technology. One major objective of this presentation is to coherently fuse practical, technology and theoretical content. The process begins by concretizing a set of preconceived ideas which need to be joined with theoretical justifications found in the literature. Technology can make observations fairer and more reliable, easier to implement, and more preferable to teachers and principals. Technology will also help principals to improve classroom observations of teachers and ultimately improve teachers’ continuous professional development. Video technology allows the early childhood teachers to record and keep the recorded video for reflection at any time. This will also provide opportunities for her to share with her principals for professional dialogues and continuous professional development plans. A total of 10 early childhood teachers and 4 principals were involved in these efforts which identified and analyze the gaps in the quality of classroom observations and its co relation to developing teachers as reflective practitioners. The methodology used involves active exploration with video technology recordings, conversations, interviews and authentic teacher child interactions which forms the key thrust in improving teaching and learning practice. A qualitative analysis of photographs, videos, transcripts which illustrates teacher’s reflections and classroom observation checklists before and after the use of video technology were adopted. Arguably, although PD support can be magnanimously strong, if teachers could not connect or create meaning out of the opportunities made available to them, they may remain passive or uninvolved. Therefore, teachers must see the value of applying new ideas such as technology and approaches to practice while creating personal meaning out of professional development. These video recordings are transferable, can be shared and edited through social media, emails and common storage between teachers and principals. To conclude the importance of reflective practice among early childhood teachers and addressing the concerns raised before and after the use of video technology, teachers and principals shared the feasibility, practical and relevance use of video technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective" title=" reflective"> reflective</a>, <a href="https://publications.waset.org/abstracts/search?q=improve%20teaching%20and%20learning" title=" improve teaching and learning"> improve teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/30735/how-technology-can-help-teachers-in-reflective-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13980</span> The Application of Local Wisdom in Health Care of Early Childhood at Ban Nam Chieo Community, Laem Ngop, Trat Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supalak%20Fakkhum">Supalak Fakkhum</a>, <a href="https://publications.waset.org/abstracts/search?q=Wannita%20Pochanakul"> Wannita Pochanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is qualitative research that aims to study the application of local wisdom in health care of early childhood at Ban Nam Chieo Community, Laem Ngop, Trat Province. The target is one folk medicine healer and 45 parents who have children or grandchildren aged between 0-5 years. The folk medicine healer was interviewed and observed during early childhood health care practice. Parents were interviewed. The results showed that local wisdom in health care of early childhood are as follows: 1. Local wisdom about early childhood diseases: It is believed that the disease was determined while the child was still in the womb, in the third month of pregnancy. When a child is born, they will have La, La-ong and Saang diseases, which are URI (upper respiratory infection) and DI (diarrhea) diseases. Supernatural aspect is also considered. 2. The treatment is chosen to match the symptoms of the disease. Caring for early childhood includes psychological therapy by rituals and spells. 3. For local wisdom concerning prevention and health promotion, parents normally bring their child to folk medicine healers for “throat paint” as an act of protection and health promotion. Folk healers often prescribe food according to belief and local wisdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=local%20wisdom" title="local wisdom">local wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title=" early childhood"> early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=folk%20medicine" title=" folk medicine"> folk medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=healer" title=" healer"> healer</a> </p> <a href="https://publications.waset.org/abstracts/11736/the-application-of-local-wisdom-in-health-care-of-early-childhood-at-ban-nam-chieo-community-laem-ngop-trat-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11736.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">481</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13979</span> A Model for a Continuous Professional Development Program for Early Childhood Teachers in Villages: Insights from the Coaching Pilot in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellen%20Patricia">Ellen Patricia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marilou%20Hyson"> Marilou Hyson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Coaching has been showing great potential to strengthen the impact of brief group trainings and help early childhood teachers solve specific problems at work with the goal of raising the quality of early childhood services. However, there have been some doubts about the benefits that village teachers can receive from coaching. It is perceived that village teachers may struggle with the thinking skills needed to make coaching beneficial. Furthermore, there are reservations about whether principals and supervisors in villages are open to coaching’s facilitative approach, as opposed to the directive approach they have been using. As such, the use of coaching to develop the professionalism of early childhood teachers in the villages needs to be examined. The Coaching Pilot for early childhood teachers in Indonesia villages provides insights for the above issues. The Coaching Pilot is part of the ECED Frontline Pilot, which is a collaboration project between the Government of Indonesia and the World Bank with the support from the Australian Government (DFAT). The Pilot started with coordinated efforts with the local government in two districts to select principals and supervisors who have been equipped with basic knowledge about early childhood education to take part in 2-days coaching training. Afterwards, the participants were asked to collect 25 hours of coaching early childhood teachers who have participated in the Enhanced Basic Training for village teachers. The participants who completed this requirement were then invited to come for an assessment of their coaching skills. Following that, a qualitative evaluation was conducted using in-depth interviews and Focus Group Discussion techniques. The evaluation focuses on the impact of the coaching pilot in helping the village teachers to develop in their professionalism, as well as on the sustainability of the intervention. Results from the evaluation indicated that although their low education may limit their thinking skills, village teachers benefited from the coaching that they received. Moreover, the evaluation results also suggested that with enough training and support, principals and supervisors in the villages were able to provide an adequate coaching service for the teachers. On top of that, beyond this small start, interest is growing, both within the pilot districts and even beyond, due to word of mouth of the benefits that the Coaching Pilot has created. The districts where coaching was piloted have planned to continue the coaching program, since a number of early childhood teachers have requested to be coached, and a number of principals and supervisors have also requested to be trained as a coach. Furthermore, the Association for Early Childhood Educators in Indonesia has started to adopt coaching into their program. Although further research is needed, the Coaching Pilot suggests that coaching can positively impact early childhood teachers in villages, and village principals and supervisors can become a promising source of future coaches. As such, coaching has a significant potential to become a sustainable model for a continuous professional development program for early childhood teachers in villages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching" title="coaching">coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20pilot" title=" coaching pilot"> coaching pilot</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20teachers" title=" early childhood teachers"> early childhood teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=principals%20and%20supervisors" title=" principals and supervisors"> principals and supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=village%20teachers" title=" village teachers"> village teachers</a> </p> <a href="https://publications.waset.org/abstracts/92119/a-model-for-a-continuous-professional-development-program-for-early-childhood-teachers-in-villages-insights-from-the-coaching-pilot-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13978</span> Play-Based Early Education and Teachers’ Professional Development: Impact on Vulnerable Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chirine%20Dannaoui">Chirine Dannaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Maya%20Antoun"> Maya Antoun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intricate dynamics of play-based early childhood education (ECE) and the impact of professional development on teachers implementing play-based pedagogy, particularly in the context of vulnerable Syrian refugee children in Lebanon. By utilizing qualitative methodologies, including classroom observations and in-depth interviews with five early childhood educators and a field manager, this study delves into the challenges and transformations experienced by teachers in adopting play-based learning strategies. The research unveils the critical role of continuous and context-specific professional development in empowering teachers to implement play-based pedagogies effectively. When appropriately supported, it emphasizes how such educational approaches significantly enhance children's cognitive, social, and emotional development in crisis-affected environments. Key findings indicate that despite diverse educational backgrounds, teachers show considerable growth in their pedagogical skills through targeted professional development. This growth is vital for fostering a learning environment where vulnerable children can thrive, particularly in humanitarian settings. The paper also addresses educators' challenges, including adapting to play-based methodologies, resource limitations, and balancing curricular requirements with the need for holistic child development. This study contributes to the discourse on early childhood education in crisis contexts, emphasizing the need for sustainable, well-structured professional development programs. It underscores the potential of play-based learning to bridge educational gaps and contribute to the healing process of children facing calamity. The study highlights significant implications for policymakers, educators, schools, and not-for-profit organizations engaged in early childhood education in humanitarian contexts, stressing the importance of investing in teacher capacity and curriculum reform to enhance the quality of education for children in general and vulnerable ones in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=play-based%20learning" title="play-based learning">play-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerable%20children" title=" vulnerable children"> vulnerable children</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a> </p> <a href="https://publications.waset.org/abstracts/182214/play-based-early-education-and-teachers-professional-development-impact-on-vulnerable-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13977</span> Analysis on South Korean Early Childhood Education Teachers’ Stage of Concerns about Software Education According to the Concern-Based Adoption Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sun-Mi%20Park">Sun-Mi Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji-Hyun%20Jung"> Ji-Hyun Jung</a>, <a href="https://publications.waset.org/abstracts/search?q=Min-Jung%20Kang"> Min-Jung Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Software (SW) education is scheduled to be included in the National curriculum in South Korea by 2018. However, Korean national kindergarten curriculum has been excepted from the revision of the entire Korean national school curriculum including software education. Even though the SW education has not been considered a part of current national kindergarten curriculum, there is a growing interest of adopting software education into the ECE practice. Teachers might be a key element in introducing and implementing new educational change such as SW education. In preparation for the adoption of SW education in ECE, it might be necessary to figure out ECE teachers’ perception and attitudes toward early childhood software education. For this study, 219 ECE teachers’ concern level in SW education was surveyed by using the Stages of Concern Questionnaire (SoCQ). As a result, the teachers' concern level in SW education is the highest at stage 0-Unconcerned and is high level in stage 1-informational, stage 2-personal, and stage 3-management concern. Thus, a non-user pattern was mostly indicated. However, compared to a typical non-user pattern, the personal and informative concern level is slightly high. The 'tailing up' phenomenon toward stage 6-refocusing was shown. Therefore, the pattern aspect close to critical non-user ever appeared to some extent. In addition, a significant difference in concern level was shown at all stages depending on the awareness of necessity. Teachers with SW training experience showed higher intensity only at stage 0. There was statistically significant difference in stage 0 and 6 depending on the future implementation decision. These results will be utilized as a resource in building ECE teachers’ support system according to his or her concern level of SW education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concerns-based%20adoption%20model%20%28CBAM%29" title="concerns-based adoption model (CBAM)">concerns-based adoption model (CBAM)</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20teachers" title=" early childhood education teachers"> early childhood education teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20education" title=" software education"> software education</a>, <a href="https://publications.waset.org/abstracts/search?q=Stages%20of%20Concern%20%28SoC%29" title=" Stages of Concern (SoC)"> Stages of Concern (SoC)</a> </p> <a href="https://publications.waset.org/abstracts/84720/analysis-on-south-korean-early-childhood-education-teachers-stage-of-concerns-about-software-education-according-to-the-concern-based-adoption-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13976</span> Teachers’ Stress as a Moderator of the Impact of POMPedaSens on Preschool Children’s Social-Emotional Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Zarra-Nezhad">Maryam Zarra-Nezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Moazami-Goodarzi"> Ali Moazami-Goodarzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Joona%20Muotka"> Joona Muotka</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Sajaniemi"> Nina Sajaniemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the extent to which the impact of a universal intervention program, i.e., POMPedaSens, on children’s early social-emotional learning (SEL) is different depending on early childhood education (ECE) teaches stress at work. The POMPedaSens program aims to promote children’s (5–6-year-olds) SEL by supporting ECE teachers’ engagement and emotional availability. The intervention effectiveness has been monitored using an 8-month randomized controlled trial design with an intervention (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided the data before and after the program implementation. The ECE teachers in the IG are trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis suggests that the program increases children’s prosocial behavior in the IG when teachers show a low level of stress. No significant results were found for the IG regarding a change in antisocial behavior. However, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were only found for children in the CG. The results suggest a promising application of the POMPedaSens program for promoting prosocial behavior in early childhood when teachers have low stress. The intervention will likely need a longer time to display the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20intervention%20program" title=" universal intervention program"> universal intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20stress" title=" teachers' stress"> teachers' stress</a> </p> <a href="https://publications.waset.org/abstracts/163180/teachers-stress-as-a-moderator-of-the-impact-of-pompedasens-on-preschool-childrens-social-emotional-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163180.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13975</span> Sex Education: The Teacher’s Discourses About the Relation Between the Children and the Media, Concerning Sex Education and the Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katerina%20Samartzi">Katerina Samartzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the teacher’s discourses in Greece, about the relation between the children and the media, concerning sex education and widely the childhood. The teachers’ input reflect the anxieties and the dominant discourses that exist around these issues. The study begins with the critical discussion of the available literature concerning the potential impact of media and the ‘moral panics’, their role in sex education and the children’s use of sexual material. Moreover, the study analyses the social construction of childhood and sexuality. Given the lack of explicit and official protocol for the sex education in Greece and due the fact that the young people are familiar with all the material provided by the New Media and their part as an informal education, this project aims to point out the factors that reinforce these gaps. This study focuses on the way the adults and specifically teachers contextualize the children’s relation with media, their sexuality, the sex education, the use of sexual material and the childhood. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood" title="childhood">childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=children%27s%20sexuality" title=" children's sexuality"> children's sexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20panics" title=" moral panics"> moral panics</a>, <a href="https://publications.waset.org/abstracts/search?q=pornography" title=" pornography"> pornography</a>, <a href="https://publications.waset.org/abstracts/search?q=sex%20education" title=" sex education"> sex education</a> </p> <a href="https://publications.waset.org/abstracts/143933/sex-education-the-teachers-discourses-about-the-relation-between-the-children-and-the-media-concerning-sex-education-and-the-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13974</span> Saudi Teachers’ Perceptions of Rough and Tumble Play in Early Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20Alghamdi">Rana Alghamdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explored teachers’ perceptions of rough-and-tumble (R&T) play in early childhood education in Saudi Arabia. The literature on rough-and-tumble play in Saudi Arabia is limited in scope, and more research is needed to explore teachers’ perceptions on this type of play for early learners. The pertinent literature reveals that R&T play, which includes running, jumping, fighting, wrestling, chasing, pulling, pushing, and climbing, among other rough playful activities, can positively impact learning and development across psychosocial, emotional, and cognitive domains. Teachers’ understanding of R & T play is key, and the attitudes of Saudi early childhood teachers who are responsible for implementing curriculum-based play have not been fully researched. Four early childhood teachers from an urban Saudi preschool participated in the study. The data collected in this study were interpreted through a sociocultural lens. Data sources included in-depth interviews, photo-elicitation interviews, and participant-generated drawings. Three overarching themes emerged: teachers’ concerns about rough-and-tumble play, teachers’ perceptions about the benefits of rough-and-tumble play, and teachers’ expression of gender roles in R & T play as contextualized within Saudi culture. Saudi teachers’ perceptions are discussed in detail, and implications of the findings and recommendations for future research are put forth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rough%20and%20tumble%20play" title="rough and tumble play">rough and tumble play</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title=" early childhood"> early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/136870/saudi-teachers-perceptions-of-rough-and-tumble-play-in-early-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13973</span> Protecting the Democracy of Children through Sustainable Risk Management: An Investigation into Risk Assessment and Nature-Based Play</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Molly%20Gerrish">Molly Gerrish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work explores the physical, emotional, social, and cognitive risks and benefits related to nature-based teaching and highlights the importance of promoting a sustainable workforce within early childhood programs. Assessing and managing risks can help programs reimagine their approach to teaching, learning, recruitment, family connectivity, and staff motivation. The importance of staff sustainability and motivation/engagement related to social justice and the environment will be discussed. We will explore ways to manage fears and limitations faced by early childhood programs regarding nature experiences and risky play in a variety of locations using a lens of place-based learning. We will also examine the alignment of sustainability and social-emotional development, mental health supports, social awareness, and risk assessment. The work will discuss the varied perceptions of risk in diverse areas and the impact on the early childhood workforce. Motivational theory and compassion resiliency are hallmarks of both recruiting and retaining high-quality early childhood educators; the work will discuss how to balance programmatic constraints and healthy motivation for students and teachers while empowering individuals to advocate for their mental health and well-being. Finally, the work will highlight the positive impact of nature-based teaching practices and the overall benefit to young children and their educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%E2%80%99s%20rights" title="child’s rights">child’s rights</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=nature-based%20education" title=" nature-based education"> nature-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a> </p> <a href="https://publications.waset.org/abstracts/182746/protecting-the-democracy-of-children-through-sustainable-risk-management-an-investigation-into-risk-assessment-and-nature-based-play" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13972</span> Understanding Rural Teachers’ Perceived Intention of Using Play in ECCE Mathematics Classroom: Strength-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nyamela%20M.%20%E2%80%98Masekhohola">Nyamela M. ‘Masekhohola</a>, <a href="https://publications.waset.org/abstracts/search?q=Khanare%20P.%20Fumane"> Khanare P. Fumane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Lesotho downward trend in mathematics attainment at all levels is compounded by the absence of innovative approaches to teaching and learning in Early Childhood. However, studies have shown that play pedagogy can be used to mitigate the challenges of mathematics education. Despite the benefits of play pedagogy to rural learners, its full potential has not been realized in early childhood care and education classrooms to improve children’s performance in mathematics because the adoption of play pedagogy depends on a strength-based approach. The study explores the potential of play pedagogy to improve mathematics education in early childhood care and education in Lesotho. Strength-based approach is known for its advocacy of recognizing and utilizing children’s strengths, capacities and interests. However, this approach and its promisingattributes is not well-known in Lesotho. In particular, little is known about the attributes of play pedagogy that are essential to improve mathematic education in ECCE programs in Lesotho. To identify such attributes and strengthen mathematics education, this systematic review examines evidence published on the strengths of play pedagogy that supports the teaching and learning of mathematics education in ECCE. The purpose of this review is, therefore, to identify and define the strengths of play pedagogy that supports mathematics education. Moreover, the study intends to understand the rural teachers’ perceived intention of using play in ECCE math classrooms through a strength-based approach. Eight key strengths were found (cues for reflection, edutainment, mathematics language development, creativity and imagination, cognitive promotion, exploration, classification, and skills development). This study is the first to identify and define the strength-based attributes of play pedagogy to improve the teaching and learning of mathematics in ECCE centers in Lesotho. The findings reveal which opportunities teachers find important for improving the teaching of mathematics as early as in ECCE programs. We conclude by discussing the implications of the literature for stimulating dialogues towards formulating strength-based approaches to teaching mathematics, as well as reflecting on the broader contributions of play pedagogy as an asset to improve mathematics in Lesotho and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=lesotho" title=" lesotho"> lesotho</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20pedagogy" title=" play pedagogy"> play pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=strength-based%20approach." title=" strength-based approach."> strength-based approach.</a> </p> <a href="https://publications.waset.org/abstracts/153317/understanding-rural-teachers-perceived-intention-of-using-play-in-ecce-mathematics-classroom-strength-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13971</span> Chinese Early Childhood Parenting Style as a Moderator of the Development of Social Competence Based on Mindreading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arkadiusz%20Gut">Arkadiusz Gut</a>, <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Afek"> Joanna Afek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first issue that we discuss in this paper is a battery of research demonstrating that culture influences children’s performance in tasks testing their theory of mind, also known as mindreading. We devote special attention to research done within Chinese culture; namely, studies with children speaking Cantonese and Mandarin natively and growing up in an environment dominated by the Chinese model of informal home education. Our attention focuses on the differences in development and functioning of social abilities and competences between children from China and the West. Another matter we turn to is the description of the nature of Chinese early childhood education. We suggest that the differences between the Chinese model and that of the West reveal a set of modifiers responsible for the variation observed in empirical research on children’s theory of mind (mindreading). The modifiers we identify are the following: (1) early socialization – that is, the transformation of the child into a member of the family and society that set special value by the social and physical environment; (2) the Confucian model of education – that is, the Chinese alphabet and tradition that determine a certain way of education in China; (3) the authoritarian style of upbringing – that is, reinforcing conformism, discouraging voicing of private opinions, and respect for elders; (4) the modesty of children and protectiveness of parents – that is, obedience as a desired characteristic in the child, overprotectiveness of parents, especially mothers; and (5) gender differences – that is, different educational styles for girls and boys. In our study, we conduct a thorough meta-analysis of empirical data on the development of mindreading and ToM (children’s theory of mind), as well as a cultural analysis of early childhood education in China. We support our analyses with questionnaire and narrative studies conducted in China that use the ‘Children’s Social Understanding Scale’ questionnaire, conversations based on the so-called ‘Scenarios Presented to Parents’, and questions designed to measure the ‘my child and I’ relation. With our research we aim to identify the factors in early childhood education that serve as moderators explaining the nature of the development and functioning of social cognition based on mind reading in China. Additionally, our study provides a valuable insight for comparative research of social cognition between China and the West. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=mindreading" title=" mindreading"> mindreading</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting" title=" parenting"> parenting</a> </p> <a href="https://publications.waset.org/abstracts/71677/chinese-early-childhood-parenting-style-as-a-moderator-of-the-development-of-social-competence-based-on-mindreading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13970</span> The Perception of Stallholders About the Early Childhood Education Male Teachers: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endale%20Fantahun%20Tadesse">Endale Fantahun Tadesse</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabika%20Khalid"> Sabika Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global call for increased male representation in early childhood education (ECE) has garnered significant attention. Emerging studies have indicated that involving men in ECE can yield positive outcomes for children's physical and psychological development. Challenging the prevailing misconception and stereotype that women dominate the ECE sector is crucial. In light of this, the present study undertakes a systematic review of nine studies on males working in ECE, revealing a dearth of male presence in the field in China as well. To address this issue, substantial structural changes must be implemented to enhance the inadequate pay and working conditions that dissuade both men and women from pursuing a sustainable career in ECE. It is recommended that school leadership raise awareness among female teachers and parents, encouraging them to support and uphold virtuous values for male teachers. Additionally, governing bodies should provide explicit guidelines during training programs to address concerns regarding potential abuse and gender biases. The findings of this review underscore the need for future studies to examine the self-identities of male teachers from various stakeholders' perspectives and explore the consequences of being in the profession through rigorous and robust methodologies that can inform policymakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=male%20teachers" title="male teachers">male teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Early%20Childhood%20Education%20%28ECE%29" title=" Early Childhood Education (ECE)"> Early Childhood Education (ECE)</a>, <a href="https://publications.waset.org/abstracts/search?q=self-identity" title=" self-identity"> self-identity</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20stakeholders" title=" perception of stakeholders"> perception of stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/186171/the-perception-of-stallholders-about-the-early-childhood-education-male-teachers-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186171.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13969</span> Inclusion of Children with Disabilities in Early Childhood Development Programs in Nepal: Construction of a Stakeholder Informed Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divya%20Dawadi">Divya Dawadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Bissaker"> Kerry Bissaker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inclusion of children with a disability (CwD) in Early Childhood Education and Development (ECED) programs in Nepal while viewed as desirable is not widespread. Even though the ECED program is currently providing access to ECED services for one million young children, with the aim to improve children's school readiness by equipping them with the necessary knowledge and skills to succeed more effectively in their primary schooling, access to early year's education in inclusive settings for CwD is challenging. Using a heuristic qualitative design, this research aims to construct a framework by analyzing the perspectives of parents and professionals through interviews and focus group discussions, with a view to recommending a new policy to address the rights of CwD and their families. Several school-based and/or organizational and contextual factors interact to contribute to CwD becoming victims of multiple layers of exclusion. The school-based factors include policy, attitudes, teacher efficacy, resources, coordination and parental engagement. The contextual factors are spirituality, caste ethnicity, language, economic status, and geographic location. However, there is a varied effect of the interaction between school-based and contextual factors on different groups of CwD. A policy needs to recognize the multiplicity of the interactions between these factors that inhibit the inclusion of varied groups of CwD in ECED programs and address them separately. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20a%20disability" title="children with a disability">children with a disability</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20%20education%20and%20development" title=" early childhood education and development"> early childhood education and development</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/86144/inclusion-of-children-with-disabilities-in-early-childhood-development-programs-in-nepal-construction-of-a-stakeholder-informed-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86144.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13968</span> The Development, Use and Imapct of an Open Source, Web-Based, Video-Annoation Tool to Provide Job-Embedded Professional Development for Educators: The Coaching Companion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gail%20Joseph">Gail Joseph</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the United States, to advance the quality and education requirements of PreK teachers, there are concerns regarding barriers for existing early childhood educators to access formal degrees and ongoing professional development. Barriers exist related to affordability and access. Affordability is a key factor that impacts teachers access to degree programs. The lack of financial resources makes it difficult for many qualified candidates to begin, and complete, degree programs. Even if funding was not an issue, accessibility remains a pressing issue in higher education. Some common barriers include geography, long work hours, lack of professional community, childcare, and clear articulation agreements. Greater flexibility is needed to allow all early childhood professionals to pursue college coursework that takes into consideration the many competing demands on their schedules. For these busy professionals, it is particularly important that professional development opportunities are available “on demand” and are seen as relevant to their work. Courses that are available during non-traditional hours make attendance more accessible, and professional development that is relevant to what they need to know and be able to do to be effective in their current positions increase access to and the impact of ongoing professional education. EarlyEdU at the University of Washington provides institutes of higher education and state professional development systems with free comprehensive, competency based college courses based on the latest science of how to optimize child learning and outcomes across developmental domains. The coursework embeds an intentional teaching framework which requires teachers to know what to do in the moment, see effective teaching in themselves and others, enact these practices in the classroom, reflect on what works and what does not, and improve with thoughtful practices. Reinforcing the Intentional Teaching Framework in EarlyEdU courses is the Coaching Companion, an open source, web-based video annotation learning tool that supports coaching in higher education by enabling students to view and refine their teaching practices. The tool is integrated throughout EarlyEdU courses. With the Coaching Companion, students see upload teaching interactions on video and then reflect on the degree to which they incorporate evidence-based practices. Coaching Companion eliminates the traditional separation of theory and practice in college-based teacher preparation. Together, the Intentional Teaching Framework and the Coaching Companion transform the course instructor into a job-embedded coach. The instructor watches student interactions with children on video using the Coaching Companion and looks specifically for interactions defined in course assignments, readings, and lectures. Based on these observations, the instructor offers feedback and proposes next steps. Developed on federal and philanthropic funds, all EarlyEdU courses and the Coaching Companion are available for free to 2= and 4-year colleges and universities with early childhood degrees, as well as to state early learning and education departments to increase access to high quality professional development. We studied the impact of the Coaching Companion in two courses and demonstrated a significant increase in the quality of teacher-child interactions as measured by the PreK CLASS quality teaching assessment. Implications are discussed related to policy and practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20technology" title="education technology">education technology</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/117855/the-development-use-and-imapct-of-an-open-source-web-based-video-annoation-tool-to-provide-job-embedded-professional-development-for-educators-the-coaching-companion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117855.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13967</span> Instrument Development and Validation for Quality Early Childhood Curriculum in the Malaysian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadiah%20Baharom">Sadiah Baharom</a>, <a href="https://publications.waset.org/abstracts/search?q=Che%20Nidzam%20Che%20Ahmad"> Che Nidzam Che Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Saipol%20Barin%20Ramli"> Saipol Barin Ramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Asmayati%20Yahaya"> Asmayati Yahaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Sopia%20Md%20Yassin"> Sopia Md Yassin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The early childhood care and education (ECCE) in Malaysia aspire to develop children who are intellectually, emotionally, physically and spiritually balanced. This aspiration can only materialise if the early childhood program developed comprehensive and is of high quality comparable to international standards. As such, there is a pressing need to assess the quality of the program in an all-encompassing manner. The overall research project aims at developing a comprehensive and integrated model of high-quality Malaysian ECCE. One of the major objectives of this project is to assess and evaluate the scope and quality of the existing ECCE programs in Malaysia. To this end, a specific aspect of this objective is to develop and validate an instrument to assess and evaluate the ECCE curriculum of the country. Thus this paper describes the development and validation of an instrument to explore the quality of early childhood care and education curriculum currently implemented in the country’s ECCE centres. The generation of the constructs and items were based on a set of criteria mapped against existing ECCE practice, document analyses, expert interviews and panel discussions. The items went through expert validation and were field tested on 597 ECCE teachers. The data obtained went through an exploratory factor analysis to validate the constructs of the instrument followed by reliability studies on internal consistency based on the Cronbach Alpha values. The final set of items for the ECCE curriculum instrument, earmarked for the main study, consists of four constructs namely philosophy and core values, curriculum content, curriculum review and unique features. Each construct consists of between 21 to 3 items with a total of 36 items in all. The reliability coefficients for each construct range from 0.65 to 0.961. These values are within the acceptable limits for a reliable instrument to be used in the main study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20and%20care%20education" title="early childhood and care education">early childhood and care education</a>, <a href="https://publications.waset.org/abstracts/search?q=instrument%20development" title=" instrument development"> instrument development</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20studies" title=" reliability studies"> reliability studies</a>, <a href="https://publications.waset.org/abstracts/search?q=validity%20studies" title=" validity studies"> validity studies</a> </p> <a href="https://publications.waset.org/abstracts/72594/instrument-development-and-validation-for-quality-early-childhood-curriculum-in-the-malaysian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72594.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13966</span> Parental Education on Early Childhood Development Using Mobile App and Website in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Margo%20O%27Sullivan">Margo O'Sullivan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xuefeng%20Chen"> Xuefeng Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Qi%20Zhao"> Qi Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Jiang"> J. Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ning%20Fu"> Ning Fu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood development, or ECD, is about the 'whole child' – the physical, social and emotional, cognitive thinking and language progression of each young individual. Overwhelming evidence is now available to support investment in Early Childhood Development internationally, attendance at ECD leads to: improved learning outcomes; improved completion and reduced less dropout rates; and most notably, Professor Heckman, Nobel Laureate’s, findings that for every dollar invested, there is an economic return of up to 17%. Notably, ECD has been included in the 2015-2030 Sustainable Development Goals. The Government of China (GOC) has embraced this research and in 2010, State Council, announced focus on ECD setting a target to provide access to ECD for 85% of 3-6 year olds by 2020; to date, the target has surpassed expectations and reached 70.4%. GoC is also increasingly focusing on the even more critical 0-3 age group, when the plasticity of the brain is at its peak and neurons form connections as fast as 1,000 per second. Key to ECD are parents and caregivers of young children, with parental education critical to fully exploiting the significant potential of the early years of children. In China, with such vast numbers, one in seven pre-school age children in the world live in China, the Ministry of Education (MoE) and the National Centre for Education Technology, explored how to best provide parental education and provide key child developmental related knowledge to parents and caregivers. In response, MoE and UNICEF created a resource for parenting information that began with a computer website in 2012, followed by piloting a kiosk service in 2013 for parents in remote areas without access to the internet, and then a mobile phone application in 2014. The resource includes 269 ECD messages and 200 micro-videos covering critical issues of early childhood development from birth to age 6 years: daily care, nutrition and feeding, disease prevention, immunization, development and education, and safety and protection. To date, there have been 397,599 unique views on the website, and data for the mobile app currently being analysed (Links: http://yuer.cbern.gov.cn/; App: https://appsto.re/cn/OiKPZ.i). This paper will explore the development of this resource, its use by parents and the public, efforts to assess the effectiveness in improving parenting and child development, and future plans to roll an updated version in 2016 to all parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20development" title="early childhood development">early childhood development</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20apps%20for%20education" title=" mobile apps for education"> mobile apps for education</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20education" title=" parental education"> parental education</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/53445/parental-education-on-early-childhood-development-using-mobile-app-and-website-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53445.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">227</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13965</span> Rough and Tumble Play in Early Years</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tia%20Claridge">Tia Claridge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to explore whether there are gender differences in how early childhood educators view and facilitate rough and tumble play in England. A qualitative approach was used to carry out semi-structured interviews with female and male early years educators. The key rationale for this study was to examine the significant lack of males working in early years education and the consequent impact this has on pedagogical practice. The findings illustrated that there are some gender differences in educators’ perspectives of rough and tumble play. These include how educators use their own childhood experience to inform their professional practice as well as identifying a need for tailored training to upskill and develop confidence in early years staff with regard to this type of play. The most surprising finding was the influence that urban and rural settings had on educators’ perceptions on weapon play, regardless of gender. Awareness of educator positionality was significant throughout the study for male participants, whereas females rarely commented their own gender. These findings indicate that further research is needed to understand the complex narratives underpinning gender and rough and tumble play. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rough%20and%20tumble%20play" title="rough and tumble play">rough and tumble play</a>, <a href="https://publications.waset.org/abstracts/search?q=educators" title=" educators"> educators</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20years" title=" early years"> early years</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/173912/rough-and-tumble-play-in-early-years" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13964</span> Musical Diversity: The Differences between Public and Private Kindergartens in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunyu%20Yan">Kunyu Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood music education plays a significant role in an individual’s growth. Music can help children understand themselves and relate to others, and make connections between family, school, and society. In recent years, with the development of early childhood education in China, an increasing number of kindergartens have been established, and many of them pay more attention to music education. This research has two main aims. One is to discover how and why music is used in both public and private kindergartens. The second aim is to make recommendations for widening the use of music in kindergartens. In order to achieve these aims, the research uses two main methods. Firstly, it considers the historical background and cultural context of early childhood education in China; and secondly, it uses an approach that compares public and private kindergartens. In this research, six kindergartens were chosen from Qingdao city in Shandong Province as case studies, including 3 public kindergartens and 3 private kindergartens. This research was based on using three types of data collection methods: observation, semi-structured interviews with teachers, and questionnaires with parents. Participant and non-participant observational methods were used and included in daily routines at the kindergartens in order to experience the situation of music education first-hand. Interviews were associated with teachers’ views of teaching and learning music, the perceptions of the music context, and their strategies of using music. Lastly, the questionnaire was designed to obtain the views of current music education from the children’s parents in the respective kindergartens. The results are shown with three main themes: (1) distinct characteristics of public kindergartens (e.g., similar equipment, low tuition fee, qualified teachers, etc); (2) distinct characteristics of private kindergartens (e.g., various tuition fees, own teaching system, trained teachers, etc); and (3) differences between public and private kindergartens (e.g., funding, requirements for teachers, parents’ demands, etc). According to the results, we can see that the main purpose of using music in China is to develop the musical ability of children, and teachers focus on musical learning, such as singing in tune and playing instruments. However, as revealed in this research, there are many other uses and functions of music in these educational settings, including music used for non-musical learning (e.g., counting, learning language, etc.) or in supporting social routines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differences%20between%20private%20and%20public%20school" title="differences between private and public school">differences between private and public school</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=uses%20and%20functions%20of%20music" title=" uses and functions of music"> uses and functions of music</a> </p> <a href="https://publications.waset.org/abstracts/90101/musical-diversity-the-differences-between-public-and-private-kindergartens-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90101.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13963</span> A Collaborative, Arts-Informed Action Research Investigation of Child-Led Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dragana%20Gnjatovic">Dragana Gnjatovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessment is a burning topic in education policy and practice due to measurement-driven neoliberal agendas of quality and standardisation of assessment practice through high stakes standardised testing systems that are now influencing early childhood education. This paper presents a collaborative, arts-informed action research project which places children at the centre of their learning, with assessment as an integral part of play-based learning processes. It aims to challenge traditional approaches to assessment that are often teacher-led and decontextualised from the processes of learning through exploring approaches where children's voices are central, and their creative arts expressions are used to assess learning and development. The theoretical framework draws on Vygotsky's sociocultural theory and Freire's critical pedagogy, which indicate the importance of socially constructed reality where knowledge is the result of collaboration between children and adults. This reality perceives children as competent agents of their own learning processes. An interpretive-constructivist and critical-transformative paradigm underpin collaborative action research in a three to five-year-old setting, where creative methods like storytelling, play, drama, drawing are used to assess children's learning. As data collection and analysis are still in process, this paper will present the methodology and some data vignettes, with the aim of stimulating discussion about innovation in assessment and contribution of the collaborative enquiry in the field of Early Childhood Education and Care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title="assessment for learning">assessment for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20methodologies" title=" creative methodologies"> creative methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20action%20research" title=" collaborative action research"> collaborative action research</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20and%20care" title=" early childhood education and care"> early childhood education and care</a> </p> <a href="https://publications.waset.org/abstracts/125490/a-collaborative-arts-informed-action-research-investigation-of-child-led-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125490.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13962</span> Childhood Trauma and Identity in Adulthood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aakriti%20Lohiya">Aakriti Lohiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the commonly recognised childhood trauma that can have a significant and enduring effect on a person's cognitive and psychological health. The purpose of this study was to look at the intricate interactions that exist between negative self-identity, cognitive distortions, and early trauma. For the study, a sample of (200 women were taken, who were socially active) was gathered. Standardised measures were utilised to evaluate the participants' experiences of childhood trauma, and validated psychological tools were employed to assess negative self-identity and cognitive distortions. The links and predicting correlations between childhood trauma, negative self-identity, and cognitive distortions were investigated using statistical techniques, such as correlation analysis and multiple regression modelling. The results demonstrated that there is no correlation between the degree of early trauma and the emergence of a negative self-identity and cognitive distortions. It examines whether cognitive distortion and events in childhood have any relationship with negative self-identity using various scales. Participants completed the Childhood Trauma Questionnaire, which assessed retrospective accounts of childhood trauma; the Cognitive Distortions Scale, which measured internal attributions and perceptions of controllability; and the attachment style questionnaire, which assessed the attachment attribute of their daily life, which will lead negative. The implications for therapy were also considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20distortion" title="cognitive distortion">cognitive distortion</a>, <a href="https://publications.waset.org/abstracts/search?q=therapy" title=" therapy"> therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood%20trauma" title=" childhood trauma"> childhood trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=attachment" title=" attachment"> attachment</a> </p> <a href="https://publications.waset.org/abstracts/178974/childhood-trauma-and-identity-in-adulthood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178974.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13961</span> Levels of Family Empowerment and Parenting Skills of Parents with Children with Developmental Disabilities Who Are Users of Early Intervention Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Bagur">S. Bagur</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Verger"> S. Verger</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Mut"> B. Mut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood intervention (ECI) is understood as the set of interventions aimed at the child population with developmental disorders or disabilities from 0 to 6 years of age, the family, and the environment. Under the principles of family-centred practices, the members of the family nucleus are direct agents of intervention. Thus, the multidisciplinary team of professionals should work to improve family empowerment and the level of parenting skills. The aim of the present study is to analyse descriptively and differentially the level of parenting skills and family empowerment of parents using ECI services during the foster care phase. There were 135 families participating in the study. Three questionnaires were completed. The results show that the employment situation, the age of the child receiving an intervention, and the number of children in the family nucleus or the professional carrying out the intervention are variables that have a differential impact on different items of empowerment and parenting skills. The results are discussed and future lines of research are proposed, with the understanding that the initial analysis of the variables of empowerment and parenting skills may be predictors for the improvement of child development and family well-being. In addition, it is proposed to identify and analyse professional training in order to be able to adapt early care practices without depending on the discipline of the professional of reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title="developmental disabilities">developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20intervention" title=" early childhood intervention"> early childhood intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20empowerment" title=" family empowerment"> family empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20skills" title=" parenting skills"> parenting skills</a> </p> <a href="https://publications.waset.org/abstracts/145417/levels-of-family-empowerment-and-parenting-skills-of-parents-with-children-with-developmental-disabilities-who-are-users-of-early-intervention-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13960</span> Effects of the Mathcing between Learning and Teaching Styles on Learning with Happiness of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasanee%20Satthapong">Tasanee Satthapong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to determine the relationship between learning style preferences, teaching style preferences, and learning with happiness of college students who were majors in five different academic areas at the Suansunandha Rajabhat University in Thailand. The selected participants were 729 students 1st year-5th year in Faculty of Education from Thai teaching, early childhood education, math and science teaching, and English teaching majors. The research instruments are the Grasha and Riechmann learning and teaching styles survey and the students’ happiness in learning survey, based on learning with happiness theory initiated by the Office of the National Education Commission. The results of this study: 1) The most students’ learning styles were participant style, followed by collaborative style, and independent style 2) Most students’ happiness in learning in all subjects areas were at the moderate level: Early Childhood Education subject had the highest scores, while Math subject was at the least scores. 3) No different of student’s happiness in learning were found between students who has learning styles that match and not match to teachers’ teaching styles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title="learning style">learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20with%20happiness" title=" learning with happiness"> learning with happiness</a> </p> <a href="https://publications.waset.org/abstracts/20750/effects-of-the-mathcing-between-learning-and-teaching-styles-on-learning-with-happiness-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">692</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13959</span> A Case Study on the Development and Application of Media Literacy Education Program Based on Circular Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kim%20Hyekyoung">Kim Hyekyoung</a>, <a href="https://publications.waset.org/abstracts/search?q=Au%20Yunkyung"> Au Yunkyung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As media plays an increasingly important role in our lives, the age at which media usage begins is getting younger worldwide. Particularly, young children are exposed to media at an early age, making early childhood media literacy education an essential task. However, most existing early childhood media literacy education programs focus solely on teaching children how to use media, and practical implementation and application are challenging. Therefore, this study aims to develop a play-based early childhood media literacy education program utilizing topic-based media content and explore the potential application and impact of this program on young children's media literacy learning. Based on theoretical and literature review on media literacy education, analysis of existing educational programs, and a survey on the current status and teacher perceptions of media literacy education for preschool children, this study developed a media literacy education program for preschool children, considering the components of media literacy (understanding media characteristics, self-regulation, self-expression, critical understanding, ethical norms, and social communication). To verify the effectiveness of the program, 20 preschool children aged 5 from C City M Kindergarten were chosen as participants, and the program was implemented from March 28th to July 4th, 2022, once a week for a total of 7 sessions. The program was developed based on Gallenstain's (2003) iterative learning model (participation-exploration-explanation-extension-evaluation). To explore the quantitative changes before and after the program, a repeated measures analysis of variance was conducted, and qualitative analysis was employed to examine the observed process changes. It was found that after the application of the education program, media literacy levels such as understanding media characteristics, self-regulation, self-expression, critical understanding, ethical norms, and social communication significantly improved. The recursive learning-based early childhood media literacy education program developed in this study can be effectively applied to young children's media literacy education and help enhance their media literacy levels. In terms of observed process changes, it was confirmed that children learned about various topics, expressed their thoughts, and improved their ability to communicate with others using media content. These findings emphasize the importance of developing and implementing media literacy education programs and can contribute to empowering young children to safely and effectively utilize media in their media environment. The results of this study, exploring the potential application and impact of the recursive learning-based early childhood media literacy education program on young children's media literacy learning, demonstrated positive changes in young children's media literacy levels. These results go beyond teaching children how to use media and can help foster their ability to safely and effectively utilize media in their media environment. Additionally, to enhance young children's media literacy levels and create a safe media environment, diverse content and methodologies are needed, and the continuous development and evaluation of education programs should be conducted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=young%20children" title="young children">young children</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20literacy" title=" media literacy"> media literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=recursive%20learning" title=" recursive learning"> recursive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20program" title=" education program"> education program</a> </p> <a href="https://publications.waset.org/abstracts/168882/a-case-study-on-the-development-and-application-of-media-literacy-education-program-based-on-circular-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13958</span> Capacities of Early Childhood Education Professionals for the Prevention of Social Exclusion of Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dejana%20Bouillet">Dejana Bouillet</a>, <a href="https://publications.waset.org/abstracts/search?q=Vlatka%20Domovi%C4%87"> Vlatka Domović</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Both policymakers and researchers recognize that participating in early childhood education and care (ECEC) is useful for all children, especially for those who are exposed to the high risk of social exclusion. Social exclusion of children is understood as a multidimensional construct including economic, social, cultural, health, and other aspects of disadvantage and deprivation, which individually or combined can have an unfavorable effect on the current life and development of a child, as well as on the child’s development and on disadvantaged life chances in adult life. ECEC institutions should be able to promote educational approaches that portray developmental, cultural, language, and other diversity amongst children. However, little is known about the ways in which Croatian ECEC institutions recognize and respect the diversity of children and their families and how they respond to their educational needs. That is why this paper is dedicated to the analysis of the capacities of ECEC professionals to respond to the demands of educational needs of this very diverse group of children and their families. The results obtained in the frame of the project “Models of response to educational needs of children at risk of social exclusion in ECEC institutions,” funded by the Croatian Science Foundation, will be presented. The research methodology arises from explanations of educational processes and risks of social exclusion as a complex and heterogeneous phenomenon. The preliminary results of the qualitative data analysis of educational practices regarding capacities to identify and appropriately respond to the requirements of children at risk of social exclusion will be presented. The data have been collected by interviewing educational staff in 10 Croatian ECEC institutions (n = 10). The questions in the interviews were related to various aspects of inclusive institutional policy, culture, and practices. According to the analysis, it is possible to conclude that Croatian ECEC professionals are still faced with great challenges in the process of implementation of inclusive policies, culture, and practices. There are several baselines of this conclusion. The interviewed educational professionals are not familiar enough with the whole complexity and diversity of needs of children at risk of social exclusion, and the ECEC institutions do not have enough resources to provide all interventions that these children and their families need. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20at%20risk%20of%20social%20exclusion" title="children at risk of social exclusion">children at risk of social exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=ECEC%20professionals" title=" ECEC professionals"> ECEC professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20policies" title=" inclusive policies"> inclusive policies</a>, <a href="https://publications.waset.org/abstracts/search?q=culture%20and%20practices" title=" culture and practices"> culture and practices</a>, <a href="https://publications.waset.org/abstracts/search?q=quallitative%20analysis" title=" quallitative analysis"> quallitative analysis</a> </p> <a href="https://publications.waset.org/abstracts/134203/capacities-of-early-childhood-education-professionals-for-the-prevention-of-social-exclusion-of-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13957</span> Early Education Assessment Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anantdeep%20Kaur">Anantdeep Kaur</a>, <a href="https://publications.waset.org/abstracts/search?q=Sharanjeet%20Singh"> Sharanjeet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood education and assessment of children is a very essential tool that helps them in their growth and development. Techniques should be developed, and tools should be created in this field as it is a very important learning phase of life. Some information and sources are included for student assessment to provide a record of growth in all developmental areas cognitive, physical, Language, social-emotional, and approaches to learning. As an early childhood educator, it is very important to identify children who need special support and counseling to improve them because they are not mentally mature to discuss with the teacher their problems and needs. It is the duty and responsibility of the educator to assess children from their body language, behavior, and their routine actions about their skills that can be improved and which can take them forward in their future life. And also, children should be assessed with their weaker points because this is the right time to correct them, and they be improved with certain methods and tools by working on them constantly. Observing children regularly with all their facets of development, including intellectual, linguistic, social-emotional, and physical development. Every day, a physical education class should be regulated to check their physical growth activities, which can help to assess their physical activeness and motor abilities. When they are outside on the playgrounds, it is very important to instill environmental understanding among them so that they should know that they are very part of this nature, and it will help them to be one with the universe rather than feeling themselves individually. This technique assists them in living their childhood full of energy all the time. All types of assessments have unique purposes. It is important first to determine what should be measured, then find the program that best assesses those. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title="special needs">special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20ability" title=" motor ability"> motor ability</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20understanding" title=" environmental understanding"> environmental understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20development" title=" physical development"> physical development</a> </p> <a href="https://publications.waset.org/abstracts/156331/early-education-assessment-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13956</span> Early Childhood Education in a Depressed Economy in Nigeria: Implication in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogunnaiya%20Racheal%20Taiwo">Ogunnaiya Racheal Taiwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children's formative years are crucial to their growth; it is, therefore, necessary for all the stakeholders to ensure that the pupils have an enabling quality of life which is essential for realizing their potential. For children to live and grow, they need a secure home, nutritious food, good health care, and quality education. This paper, therefore, investigates the implications of a depressed economy on the classroom learning of Nigerian children as it is clear that Nigeria is currently experiencing the worst economic depression in several decades, which affects a substantial proportion of children. The study is qualitative research, and it adopts a phenomenological approach where the experiences of respondents are examined qualitatively. Three senatorial districts in Oyo State were considered, and 50 teachers, both male, and female were chosen from each senatorial district for an interview through conversational key informants' interviews. The interviewees were recorded, transcribed, and presented using thematic analysis. Findings showed that more children have dropped out since the beginning of the year than in previous years. It was also recorded that learning has become challenging as children now find it harder to acquire learning materials. It was recommended that the government should reimburse early childhood schools to lessen the effect of the inability to purchase materials and pay school fees. It was also recommended that an intervention be made to approach and resolve issues associated with out-of-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood" title="childhood">childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=depressed%20economy" title=" depressed economy"> depressed economy</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a> </p> <a href="https://publications.waset.org/abstracts/161230/early-childhood-education-in-a-depressed-economy-in-nigeria-implication-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13955</span> Practicum in Preschool Teacher Education: The Role of Pedagogical Supervision for Students Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Lino">Dalila Lino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practicum is a central dimension of teacher education programs. Learning how to teach is, in effect, a complex process that integrates periods of observation, experimentation, reflection, planning, and evaluation in a real context of practices, providing opportunities for prospective teachers to understand the various dimensions of education and to implement the knowledge built over the theoretical courses they have taken. At the pre-service training of early childhood teachers, specialized guidance and in particular pedagogical supervision assumes a key role in the professional development of students in training. The main goal of this study is to describe and analyze the supervision process that occurs during the practicum of preschool education master programs in Portugal. The objectives of the study are: (i) to describe the cooperative process of professional development experienced by student teachers during the practicum; (ii) to identify the strengths and weaknesses of supervision process; (iii) to identify the supervision styles used by university supervisors and cooperating teachers. The methodology used is the mix-method research and data was collected through semi-structured interviews and online questionnaires. The participants are newly graduated Portuguese early childhood teachers, university supervisors and cooperating teachers. The results reveal gaps in the specialized training of cooperating teachers and university supervisors, a large number of trainees per supervisor, which makes it difficult to support students, and those interpersonal relationships between university supervisors and students and/or cooperating teachers and students interfere in the development of the supervisory processes. The study highlights the need to invest in the specialized training of university supervisors and cooperating teachers to create better opportunities to support the professional development of prospective teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mentoring" title="mentoring">mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20supervision" title=" pedagogical supervision"> pedagogical supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum" title=" practicum"> practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher%20education" title=" preschool teacher education"> preschool teacher education</a> </p> <a href="https://publications.waset.org/abstracts/91245/practicum-in-preschool-teacher-education-the-role-of-pedagogical-supervision-for-students-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13954</span> Outdoor Physical Play as Critical to Early Childhood Development: Findings from Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20S.%20Alghamdi">Rana S. Alghamdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Play in early childhood education has been stifled across the world due to an overemphasis on academic achievement and a reduced focus on physical play and motor development. In Saudi Arabia, teachers reticent to allocate more time to play for fear of retribution from parents and administrators that children are losing academic seat time. This practice has proven to be detrimental to the social, emotional, physical, and cognitive development of children. Teachers are pressured to prioritize Arabic, math, and science while providing minimal time for physical activities. Administrators tend to push for an ever-increasing emphasis on academia in order to achieve higher test scores. However, young children often find it difficult to concentrate if they are not able to get out energy through physical play. Furthermore, many youth educators are not qualified to oversee physical activities, and many facilities are unprepared for safe, outdoor play. This results in children getting little to no outdoor activity. They are stuck in a strict academic regimen that may dampen the creativity and imagination easily fostered through cooperative play. For a stronger educational system and more well-rounded students, Saudi schools should enact policies that extend the number of required hours dedicated to outdoor and physical play. They should also offer training for unqualified teachers. This training should focus on the benefits of physical play and instruct them on how to facilitate these activities safely and effectively. School administrators must focus on providing adequate equipment and safe environments for the purpose of outdoor play and education. In doing so, they will be setting their students up for a successful future and improving their abilities in all aspects of education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=outdoor" title=" outdoor"> outdoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a> </p> <a href="https://publications.waset.org/abstracts/131621/outdoor-physical-play-as-critical-to-early-childhood-development-findings-from-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131621.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13953</span> Early Childhood Education for Bilingual Children: A Cross-Cultural Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20C.%20Castro">Dina C. Castro</a>, <a href="https://publications.waset.org/abstracts/search?q=Rossana%20Boyd"> Rossana Boyd</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenia%20Papadaki"> Eugenia Papadaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigration within and across continents is currently a global reality. The number of people leaving their communities in search for a better life for them and their families has increased dramatically during the last twenty years. Therefore, young children of the 21st century around the World are growing up in diverse communities, exposed to many languages and cultures. One consequence of these migration movements is the increased linguistic diversity in school settings. Depending on the linguistic history and the status of languages in the communities (i.e., minority-majority; majority-majority) the instructional approaches will differ. This session will discuss how bilingualism is addressed in early education programs in both minority-majority and majority-majority language communities, analyzing experiences in three countries with very distinct societal and demographic characteristics: Peru (South America), the United States (North America), and Italy (European Union). The ultimate goal is to identify commonalities and differences across the three experiences that could lead to a discussion of bilingualism in early education from a global perspective. From Peru, we will discuss current national language and educational policies that have lead to the design and implementation of bilingual and intercultural education for children in indigenous communities. We will also discuss how those practices are being implemented in preschool programs, the progress made and challenges encountered. From the United States, we will discuss the early education of Spanish-English bilingual preschoolers, including the national policy environment, as well as variations in language of instruction approaches currently being used with these children. From Italy, we will describe early education practices in the Bilingual School of Monza, in northern Italy, a school that has 20 years promoting bilingualism and multilingualism in education. While the presentations from Peru and the United States will discuss bilingualism in a majority-minority language environment, this presentation will lead to a discussion on the opportunities and challenges of promoting bilingualism in a majority-majority language environment. It is evident that innovative models and policies are necessary to prevent inequality of opportunities for bilingual children beginning in their earliest years. The cross-cultural examination of bilingual education experiences for young children in three part of the World will allow us to learn from our success and challenges. The session will end with a discussion of the following question: To what extent are early care and education programs being effective in promoting positive development and learning among all children, including those from diverse language, ethnic and cultural backgrounds? We expect to identify, with participants to our session, a set of recommendations for policy and program development that could ensure access to high quality early education for all bilingual children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20education%20for%20bilingual%20children" title="early education for bilingual children">early education for bilingual children</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20perspectives%20in%20early%20education" title=" global perspectives in early education"> global perspectives in early education</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural" title=" cross-cultural"> cross-cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policies" title=" language policies"> language policies</a> </p> <a href="https://publications.waset.org/abstracts/48169/early-childhood-education-for-bilingual-children-a-cross-cultural-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20practices&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20practices&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" 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