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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">14012</span> Exploring 'Attachment Theory' in the Context of Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Lee">Wendy Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the mid-twentieth century onward, the notion of ‘attachment’ has been used to define the optimum relationship between young children and their carers; first applied to parents and young children and more recently with early childhood educators and children in their care. However, it is seldom, if ever, asked whether the notion of ‘attachment’ and more especially so-called Attachment Theory, as propounded by John Bowlby and others, provides a sound basis for conceptualising child-adult relationships in early years. Even if appropriate in the context of family, the use of the term raises a number of questions when used in early childhood education. Research has shown that our youngest children (infants) in early childhood centre based care settings, are given the utmost priority to build 'attachments' with their educators. But exactly when, how and why does this priority diminish - and should it (for preschoolers)? This presentation will elaborate on such issues and will argue that there is a need to reconceptualise and redefine how 'quality relationships' should be measured and implemented in the daily practices and pedagogical methods adopted by early childhood educators. Moreover, this presentation will include data collected from the empirical study conducted, that observed various early childhood educators and children in Australian early childhood centres. Lastly, the thoughts, feelings and desires of parents of children in early childhood centre-based care, regarding the term 'attachment' and 'quality relationships' will be shared in the hope that we can take one step closer in bridging the needs of families, children, early childhood centres, educators, and the wider community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attachment" title="attachment">attachment</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=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=relationships" title=" relationships"> relationships</a> </p> <a href="https://publications.waset.org/abstracts/87601/exploring-attachment-theory-in-the-context-of-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87601.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">194</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">14011</span> Early Childhood Education: Working with Children, Families, and Communities for Collective Impact</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunico%20Armie%20Flores">Sunico Armie Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood education (ECE) is pivotal in shaping the future of individuals and society. This paper explores the collaborative efforts required among educators, families, and communities to create a collective impact on young children’s development. It delves into the importance of these partnerships, effective strategies for engagement, and the challenges and opportunities inherent in fostering such collaboration. By examining current research and practices, the paper aims to highlight the essential role of an integrated approach in achieving significant and sustainable improvements in early childhood outcomes. <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=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-emotional%20development" title=" socio-emotional development"> socio-emotional development</a>, <a href="https://publications.waset.org/abstracts/search?q=educators" title=" educators"> educators</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a>, <a href="https://publications.waset.org/abstracts/search?q=communities" title=" communities"> communities</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20efforts" title=" collaborative efforts"> collaborative efforts</a>, <a href="https://publications.waset.org/abstracts/search?q=collective%20impact" title=" collective impact"> collective impact</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20learning%20environments" title=" early learning environments"> early learning environments</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic%20development" title=" holistic development"> holistic development</a>, <a href="https://publications.waset.org/abstracts/search?q=high-quality%20ECE%20programs" title=" high-quality ECE programs"> high-quality ECE programs</a>, <a href="https://publications.waset.org/abstracts/search?q=investment%20in%20education" title=" investment in education"> investment in education</a> </p> <a href="https://publications.waset.org/abstracts/186394/early-childhood-education-working-with-children-families-and-communities-for-collective-impact" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186394.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">14010</span> The Family Sense of Coherence of Early Childhood Education Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Demir">M. Demir</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Demir"> A. Demir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the family sense of coherence of early childhood education students. The Family Sense of Coherence Inventory has applied to 233 (108 girls and 125 boys) early childhood education students in Turkey. At the stage of data collection, with the aim of determining the family sense of coherence of early childhood education students, Family Sense of Coherence Inventory which was developed by Çeçen (2007) was used. In the process of the analysis of data, independent samples t-test, and one-way ANOVA were used. According to the results of the study, there were significant differences between some demographic variables in terms of the family sense of coherence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20sense%20of%20coherence" title="family sense of coherence">family sense of coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20students" title=" early childhood education students"> early childhood education students</a> </p> <a href="https://publications.waset.org/abstracts/113400/the-family-sense-of-coherence-of-early-childhood-education-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113400.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">164</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">14009</span> Character Education Model for Early Childhood Based Javanese Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafika%20Bayu%20Kusumandari">Rafika Bayu Kusumandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Istyarini"> Istyarini</a>, <a href="https://publications.waset.org/abstracts/search?q=Ispen%20Safrel"> Ispen Safrel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Character education will be more meaningful if carried out since early childhood. This is because early childhood education is the foundation of the formation of character. This study intends to find a model of character education in early childhood based on Javanese culture. In keeping with the focus of the study, long-term goals to be achieved through this research is to find once described the development of a model of character education in early childhood Javanese culture based in Semarang are then applied across early childhood education institutions in Semarang City. The specific objective of the study is: Describe the character models and management education in early childhood Java-based culture in Semarang City. The benefits of this research are; Provide an overview of the model and describe the management of character education in early childhood Java-based culture in Semarang City. Referring to the objectives of the research program was designed with a "Research and Development", meaning that a program of research followed by development programs for improvement or refinement. To produce a prototype model of character education in early childhood Java-based culture in the city, taken systematic measures in the form of the action, reflection, evaluation and innovation by applying qualitative research methods, descriptive, development, experimentation, and evaluation. This study aims to gain in-depth description of the model of character education in early childhood Java-based culture in the city of Semarang. The reason for the use of the use of qualitative methods researcher's knowledge, no study results and empirical research specifically about the model of character education in early childhood Java-based culture in the city of Semarang. On the implementation of character education early childhood adapted to the characteristics of each school and the emphasis of each agency arrangements for early childhood education, culture-based Java. Javanese culture should be introduced early in order not to erode the cultural lost outside the entrance as the era of globalization. In addition, Java is promoting a culture of courtesy and manners are very appropriate for the character formation of children of early age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20character" title="education character">education character</a>, <a href="https://publications.waset.org/abstracts/search?q=Javanese%20culture" title=" Javanese culture"> Javanese culture</a>, <a href="https://publications.waset.org/abstracts/search?q=childhood" title=" childhood"> childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=character" title=" character"> character</a> </p> <a href="https://publications.waset.org/abstracts/27533/character-education-model-for-early-childhood-based-javanese-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27533.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">392</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">14008</span> Cultural Heritage Education in Preschools: Preschool Teachers' Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasemin%20Y%C3%BCcesan">Yasemin Yücesan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriela%20Portugal"> Gabriela Portugal</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Figueiredo"> Maria Figueiredo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a part of an ongoing study on preschool teachers' perspectives and pedagogical practices regarding cultural heritage education. Accordingly, this study is based on a quantitative survey. The study area is Türkiye, and the research participants are preschool teachers actively teaching in preschool education institutions. It is necessary to encourage children to understand the past and cultural heritage values at an early age. Moreover, raising awareness of cultural heritage in preschool children is crucial for recognising and preserving this heritage. Therefore, it is very important to provide people with cultural heritage knowledge at an early age, as the preschool period is a key factor in raising awareness of this issue. In the preschool education programme implemented in Türkiye, it is stated that cultural heritage education is important in early childhood and should be included in the programme. However, although it is stated that cultural heritage education should be included in the preschool education programme, it is not clearly stated which subjects will be included in the programme and what kind of practices will be carried out. Therefore, this study examines the perspectives and pedagogical practices of preschool teachers working in preschool education institutions toward cultural heritage education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title="cultural heritage">cultural heritage</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=pedagogical%20practices" title=" pedagogical practices"> pedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher" title=" preschool teacher"> preschool teacher</a> </p> <a href="https://publications.waset.org/abstracts/188471/cultural-heritage-education-in-preschools-preschool-teachers-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188471.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">36</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">14007</span> Inclusive Education in Early Childhood Settings: Fostering a Diverse Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rodrique%20Watong%20Tchounkeu">Rodrique Watong Tchounkeu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigated the implementation and impact of inclusive education practices in early childhood settings (ages 3-6) with the overarching aim of fostering a diverse learning environment. The primary objectives were to assess the then-current state of inclusive practices, identify effective methodologies for accommodating diverse learning needs, and evaluate the outcomes of implementing inclusive education in early childhood settings. To achieve these objectives, a mixed-methods approach was employed, combining qualitative interviews with early childhood educators and parents, along with quantitative surveys distributed to a diverse sample of participants. The qualitative phase involved semi-structured interviews with 30 educators and 50 parents, selected through purposive sampling. The interviews aimed to gather insights into the challenges faced in implementing inclusive education, the strategies employed, and the perceived benefits and drawbacks. The quantitative phase included surveys administered to 300 early childhood educators across various settings, measuring their familiarity with inclusive practices, their perceived efficacy, and their willingness to adapt teaching methods. The results revealed a significant gap between the theoretical understanding and practical implementation of inclusive education in early childhood settings. While educators demonstrated a high level of theoretical knowledge, they faced challenges in effectively translating these concepts into practice. Parental perspectives highlighted the importance of collaboration between educators and parents in supporting inclusive education. The surveys indicated a positive correlation between educators' familiarity with inclusive practices and their willingness to adapt teaching methods, emphasizing the need for targeted professional development. The implications of this study suggested the necessity for comprehensive training programs for early childhood educators focused on the practical implementation of inclusive education strategies. Additionally, fostering stronger partnerships between educators and parents was crucial for creating a supportive learning environment for all children. By addressing these findings, this research contributed to the advancement of inclusive education practices in early childhood settings, ultimately leading to more inclusive and effective learning environments for diverse groups of young learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20settings" title=" early childhood settings"> early childhood settings</a>, <a href="https://publications.waset.org/abstracts/search?q=diverse%20learning" title=" diverse learning"> diverse learning</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20implementation" title=" practical implementation"> practical implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20collaboration" title=" parental collaboration"> parental collaboration</a> </p> <a href="https://publications.waset.org/abstracts/175405/inclusive-education-in-early-childhood-settings-fostering-a-diverse-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175405.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">68</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">14006</span> Transitioning Teacher Identity during COVID-19: An Australian Early Childhood Education Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Jebunnesa">J. Jebunnesa</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Budd"> Y. Budd</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Mason"> T. Mason</a> </p> <p class="card-text"><strong>Abstract:</strong></p> COVID-19 changed the pedagogical expectations of early childhood education as many teachers across Australia had to quickly adapt to new teaching practices such as remote teaching. An important factor in the successful implementation of any new teaching and learning approach is teacher preparation, however, due to the pandemic, the transformation to remote teaching was immediate. A timely question to be asked is how early childhood teachers managed the transition from face-to-face teaching to remote teaching and what was learned through this time. This study explores the experiences of early childhood educators in Australia during COVID-19 lockdowns. Data were collected from an online survey conducted through the official Facebook forum of “Early Childhood Education and Care Australia,” and a constructivist grounded theory methodology was used to analyse the data. Initial research results suggest changing expectations of teachers’ roles and responsibilities during the lockdown, with a significant category related to transitioning teacher identities emerging. The concept of transitioning represents the shift from the role of early childhood educator to educational innovator, essential worker, social worker, and health officer. The findings illustrate the complexity of early childhood educators’ roles during the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=changing%20role%20of%20teachers" title="changing role of teachers">changing role of teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title=" constructivist grounded theory"> constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=lessons%20learned" title=" lessons learned"> lessons learned</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20during%20COVID-19" title=" teaching during COVID-19"> teaching during COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/148888/transitioning-teacher-identity-during-covid-19-an-australian-early-childhood-education-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148888.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">99</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">14005</span> A Collaborative Action Research by Using the Children’s School Success Plus Curriculum Framework to Support Early Childhood Education/Early Childhood Special Education Teachers to Build a Professional Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chiou-Shiue%20Ko">Chiou-Shiue Ko</a>, <a href="https://publications.waset.org/abstracts/search?q=Pei-Fang%20Wu"> Pei-Fang Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-hsien%20Tseng"> Shu-hsien Tseng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The researchers adopted two-year action research to investigate the professional collaborative process and development in learning communities for both early childhood and early childhood special education teachers on implementing the children’s school success curriculum framework. The participating teachers were recruited from three preschool sites for this current study. Research data were collected from multiple methods in order to ensure the data quality and validity. The results showed that participating educators had achieved professional growth, and they became more aware of teaching intentions and the preparation for the curriculum. Teachers in this research become more child-focused in teaching and create opportunities for children to participate in classroom activities and routines. The researcher also finds teachers’ participation levels were driven by each individual personality; during professional growth, some teachers are more proactive and reflective, and some are not. According to the research findings, suggestions for future studies and practices are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20school%20success%20curriculum%20framework" title="children’s school success curriculum framework">children’s school success curriculum framework</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20special%20education" title=" early childhood special education"> early childhood special education</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20community" title=" professional learning community"> professional learning community</a> </p> <a href="https://publications.waset.org/abstracts/162525/a-collaborative-action-research-by-using-the-childrens-school-success-plus-curriculum-framework-to-support-early-childhood-educationearly-childhood-special-education-teachers-to-build-a-professional-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162525.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">144</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">14004</span> The Role of Information and Communication Technology in Early Childhood Education as Perceived by Early Childhood Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Khalil">Rabia Khalil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to find out the perception of early childhood education teacher‘s about the role and implementation of information communication technology in early childhood education. The main purpose of the study is to investigate the role of information and communication technology in early childhood education as perceived by early childhood education teachers. The objectives of the study were to identify the roles of ICT in today’s early years and the impacts of Information communication technology in early childhood education. This study is to find out the role of ICT at ECE level & how it will be useful for teachers to implement this technique for the development of student skills. This is a quantitative research in which a survey study was conducted. The Population of the study was the primary teachers of the public and private primary schools of Lahore. By using random sampling technique the sample consists of 300 teachers but only 260 respond from 52 primary schools of Lahore. In this research, questionnaire was developed for primary school teachers. The questionnaires were based on liker type scale which comprises of section of strongly agree to strongly disagree. Data were analyzed by using descriptive analysis. The data was arranged and then entered in computer, having the software package for social sciences (SPSS) version 15. The importance of this study is to find out the role of ICT at ECE level & how it will be useful for teachers to implement this technique for the development of student skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECE" title="ECE">ECE</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=PC" title=" PC"> PC</a>, <a href="https://publications.waset.org/abstracts/search?q=C%20AI" title=" C AI"> C AI</a> </p> <a href="https://publications.waset.org/abstracts/49183/the-role-of-information-and-communication-technology-in-early-childhood-education-as-perceived-by-early-childhood-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49183.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">346</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">14003</span> An Exploration of the Integration of Guided Play With Explicit Instruction in Early Childhood Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anne%20Tan">Anne Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kok-Sing%20Tang"> Kok-Sing Tang</a>, <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Cooke"> Audrey Cooke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Play has always been a prominent pedagogy in early childhood. However, there is growing evidence of success in students’ learning using explicit instruction, especially in literacy in the early years. There is also limited research using explicit instruction in early childhood mathematics, and play is usually prominently mentioned. This proposed research aims to investigate the possibilities and benefits of integrating guided play with explicit instruction in early childhood mathematics education. While play has traditionally been a prominent pedagogy in early childhood, there is growing evidence of success in student learning through explicit instruction, particularly in literacy. However, limited research exists on the integration of explicit instruction in early childhood mathematics, where play remains prominently mentioned. This study utilises a multiple case study methodology to gather data and provide immediate opportunities for curriculum improvement. The research will commence with semi-structured interviews to gain insights into educators' background knowledge. Highly structured observations will be conducted to record the frequency and manner in which guided play is integrated with specific elements of explicit instruction during mathematics teaching in early childhood. To enhance the observations, video recordings will be made using cameras with video settings and Microsoft Teams meeting recordings. In addition to interviews and observations, educators will maintain journals and use the Microsoft Teams platform for self-reflection on the integration of guided play and explicit instruction in their classroom practices and experiences. The study participants will include educators with early childhood degrees and students in years one and two. The primary goal of this research is to inform the benefits of integrating two high-impact pedagogies, guided play, and explicit instruction, for enhancing student learning outcomes in mathematics education. By exploring the integration of these pedagogical approaches, this study aims to contribute to the development of effective instructional strategies in early childhood mathematics education. <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=early%20childhood%20mathematics" title=" early childhood mathematics"> early childhood mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20numbers" title=" early childhood numbers"> early childhood numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20play" title=" guided play"> guided play</a>, <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=explicit%20instruction" title=" explicit instruction"> explicit instruction</a> </p> <a href="https://publications.waset.org/abstracts/174140/an-exploration-of-the-integration-of-guided-play-with-explicit-instruction-in-early-childhood-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174140.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">65</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">14002</span> Emerging Issues in Early Childhood Care and Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evelyn%20Fabian">Evelyn Fabian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this discussion centres on the emerging issues in Early Childhood Care and development in Nigeria. Early childhood care is the bedrock of Nigeria’s educational system. However, there are critical issues that had not been addressed and it is frustrating the entire educational process. Thus, this paper will show the inter-connectedness between these issues such as poor funding, trained skillful teachers that would supervise the learning process of the kids, unconducive learning environment and lack of relevant facilities. For a clear grasp of these issues, the researcher visited 36 early childhood centres distributed across the 36 spates of Nigeria. The findings which were expressed in simple percentages revealed a near total absence or government neglect of these critical areas. The findings equally showed a misplaced priority in the government allocation of funds to early child care education and development. The study concludes that this mismatch in the training of these categories of pupils, government should expedite action in addressing these emerging issues in early childhood care and development in Nigeria. <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=ECCE" title=" ECCE"> ECCE</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20issues" title=" emerging issues"> emerging issues</a> </p> <a href="https://publications.waset.org/abstracts/22207/emerging-issues-in-early-childhood-care-and-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22207.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">536</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">14001</span> Restructuring Cameroon's Educational System: The Value of Inclusive Education for Children with Visual Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samanta%20Tiague">Samanta Tiague</a>, <a href="https://publications.waset.org/abstracts/search?q=Igor%20Michel%20Gachig"> Igor Michel Gachig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practice of inclusive education within general education classrooms is becoming more prevalent in Cameroon. In this context, quality Education is an important driver of the development agenda in this era of global sustainable development. This requires that the Cameroon’s educational system be strategically restructured to provide every citizen with the needed quality education for sustainable development. This study thus examined the need for the restructuring of the Cameroon educational system towards inclusive education as a target of the Sustainable Development Goal #4 (Ensure Quality Education), from a critical disability theory perspective. Special focus was on the education of children with visual impairment in the early childhood classroom. This study is suggesting a model design of responsive and contextual inclusive education policies, and the provision of quality human, material and financial educational resources to support the improvement of curriculums and inclusive instructional strategies. This paper is therefore designed as a basic starting point for early childhood educators with limited to no experience in working with students having visual impairments. Ultimately, this work represents a contribution to early childhood educators toward understanding visual impairment challenges and innovative practices to approach accessibility in a meaningful way to students in Cameroon. This is important to achieve quality education due to the peculiar nature of the educational needs of children with visual impairment, toward attainment of the global sustainable development agenda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20educators" title="early childhood educators">early childhood educators</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title=" visual impairment"> visual impairment</a> </p> <a href="https://publications.waset.org/abstracts/126337/restructuring-cameroons-educational-system-the-value-of-inclusive-education-for-children-with-visual-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126337.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">14000</span> Learning Environments in the Early Years: A Case Study of an Early Childhood Centre in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingxi%20Xiao">Mingxi Xiao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children’s experiences in the early years build and shape the brain. The early years learning environment plays a significantly important role in children’s development. A well-constructed environment will facilitate children’s physical and mental well-being. This case study used an early learning centre in Australia called SDN Hurstville as an example, describing the learning environment in the centre, as well as analyzing the functions of the affordances. In addition, this report talks about the sustainability of learning in the centre, and how the environment supports cultural diversity and indigenous learning. The early years for children are significant. Different elements in the early childhood centre should work together to help children develop better. This case study found that the natural environment and the artificial environment are both critical to children; only when they work together can children have better development in physical and mental well-being and have a sense of belonging when playing and learning in the centre. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20center" title="early childhood center">early childhood center</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=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Australia" title=" Australia"> Australia</a> </p> <a href="https://publications.waset.org/abstracts/150521/learning-environments-in-the-early-years-a-case-study-of-an-early-childhood-centre-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150521.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">247</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">13999</span> Exploring Thai Early Childhood Teachers’ Experience and Concerns regarding Teaching Children with Disabilities in Inclusive Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunanta%20Klibthong">Sunanta Klibthong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In view of the Thailand government policy creating increasing awareness of opportunity for children with special needs, the number of children with disabilities enrolled in kindergartens in Thailand has increased. This study explores early childhood teachers’ experiences and concerns of teaching children with disabilities in inclusive classrooms. The population of the study was private early childhood teachers who teach in inclusive classrooms in Thailand. Quantitative data obtained through a questionnaire were supplemented by early childhood teachers’ interviews to identify key experiences and concerns of the teachers when teaching children with and without disabilities in the same classrooms. The results of this study indicated that many teachers face challenges including lack of professional development opportunities, difficulty identifying the needs of all children and how to use effective strategies to support inclusive practices in their classrooms. Teachers also expressed concern about parents’ lack of willingness to accept children without disabilities studying together with those with disabilities in the same classrooms. Findings from this study can inform program support for parents and professional support needs of teachers in the provision of high-quality inclusive programs for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20concern" title="the concern">the concern</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=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/94380/exploring-thai-early-childhood-teachers-experience-and-concerns-regarding-teaching-children-with-disabilities-in-inclusive-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94380.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">166</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">13998</span> Research Trends in Early Childhood Education Graduate Theses: A Content Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seden%20Demirta%C5%9F">Seden Demirtaş</a>, <a href="https://publications.waset.org/abstracts/search?q=Feyza%20Tantekin%20Erden"> Feyza Tantekin Erden</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of research in early childhood education is growing all around the world. This study aims to investigate research trends in graduate theses written in Turkey in the area of early childhood education. Descriptive, contextual and methodological aspects of graduate theses were analyzed to investigate the trends. A sample of the study consisted of 1000 graduate theses (n= 1000) including both MS theses and Ph.D. dissertations. Theses and dissertations were obtained from the thesis database of Council of Higher Education (CoHE). An investigation form was developed by the researcher to analyze graduate theses. The investigation forms validated by expert opinion from early childhood education department. To enhance the reliability of the investigation form, inter-coder agreement was measured by Cohen’s Kappa value (.86). Data were gathered via using the investigation form, and content analysis method was used to analyze the data. Results of the analysis were presented by descriptive statistics and frequency tables. Analysis of the study is on-going and preliminary results of the study show that master theses related to early childhood education have started to be written in 1986, and the number of the theses has increased gradually. In most of the studies, sample group consisted of children especially in between 5-6 age group. Child development, activities (applied in daily curriculum of preschools) and teaching methods are the mostly examined concepts in graduate theses. Qualitative and quantitative research methods were referred equally by researchers in these theses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title="content analysis">content analysis</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=graduate%20thesis" title=" graduate thesis"> graduate thesis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20trends" title=" research trends"> research trends</a> </p> <a href="https://publications.waset.org/abstracts/54111/research-trends-in-early-childhood-education-graduate-theses-a-content-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54111.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">270</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">13997</span> Early Childhood Care and Education in the North-West of Nigeria: Trends and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Adamu%20Kwankwaso">Muhammad Adamu Kwankwaso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood is a critical period of rapid physical, cognitive and psycho-social development of a child. The quality of care and Education which a child receives at this crucial age will determine to a great extent the level of his/her physical and cognitive development in the future. In Nigeria, Early Childhood Care and Education (ECCE) is a fundamental aspect or form of Education for children between the age of 3-6. It was started after independence as pre-primary Education or early child development as contained in the 1977 National Policy on Education. The trends towards ECCE in Nigeria and the northwestern part of the country in particular keep up changing as in the case of other part of the world. The current trends are now towards expansions, inclusiveness, redefinition, early literacy, increased government participation and the unprecedented societal response and awareness towards the Education of the younger children. While all hands are on deck to ensure successful implementation of the ECCE programme, it is unfortunate that, ECCE is facing some challenges. This paper therefore, examines the trends in Early Childhood Care and Education and the major challenges in the north west of Nigeria. Some of the major challenges include, inadequate trained ECCE teachers, lack of unified curriculum, teacher pupil’s ratio, and the medium of instructions and inadequate infrastructural and teaching facilities respectively. To improve the situation the paper offered the following recommendations; establishment of more ECCE classes, enforcement for the use of mothers’ tongue or the languages of the immediate community as a medium of instructions, and adequate provision of infrastructural facilities and the unified curriculum across the northwestern States of Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20care" title="early childhood care">early childhood care</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=trends" title=" trends"> trends</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a> </p> <a href="https://publications.waset.org/abstracts/34468/early-childhood-care-and-education-in-the-north-west-of-nigeria-trends-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34468.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">478</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">13996</span> Early Childhood Education and Learning Outcomes in Lower Primary Schools, Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Acire">John Acire</a>, <a href="https://publications.waset.org/abstracts/search?q=Wilfred%20Lajul"> Wilfred Lajul</a>, <a href="https://publications.waset.org/abstracts/search?q=Ogwang%20Tom"> Ogwang Tom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a qualitative research technique, this study investigates the influence of Early Childhood Education (ECE) on learning outcomes in lower primary schools in Gulu City, Uganda. The study, which is based on Vygotsky's sociocultural theory of human learning, fills gaps in the current literature on the influence of ECE on learning outcomes. The aims of the study include analyzing the state of learning outcomes, investigating ECE practices, and determining the influence of these practices on learning outcomes in lower primary schools. The findings highlight the critical significance of ECE in promoting children's overall development. Nursery education helps children improve their handwriting, reading abilities, and general cognitive development. Children who have received nursery education have improved their abilities to handle pencils, form letters, and engage in social interactions, highlighting the significance of fine motor skills and socializing. Despite the good elements, difficulties in implementing ECE practices were found, such as differences in teaching styles, financial limits, and potential weariness due to prolonged school hours. The study suggests focused interventions to improve the effectiveness of ECE practices, ensure their connection with educational goals and maximize their influence on children's development. The study's findings show that respondents agree on the importance of nursery education in supporting holistic development, socialization, language competency, and conceptual comprehension. Challenges in nursery education, such as differences in teaching techniques and insufficient resources, highlight the need for comprehensive measures to address these challenges. Furthermore, parental engagement in home learning activities was revealed as an important factor affecting early education outcomes. Children who were engaged at home performed better in lower primary, emphasizing the value of a supportive family environment. Finally, the report suggests measures to enhance parental participation, changes in teaching methods through retraining, and age-appropriate enrolment. Future studies might concentrate on the involvement of parents, ECE policy practice, and the influence of ECE teachers on lower primary school learning results. These ideas are intended to help create a more favorable learning environment by encouraging holistic development and preparing children for success in succeeding academic levels. <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=learning%20outcomes%20in%20lower%20primary%20schools" title=" learning outcomes in lower primary schools"> learning outcomes in lower primary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20practices" title=" early childhood education practices"> early childhood education practices</a>, <a href="https://publications.waset.org/abstracts/search?q=how%20ECE%20practices%20influence%20learning%20outcomes%20in%20lower%20primary%20schools" title=" how ECE practices influence learning outcomes in lower primary schools"> how ECE practices influence learning outcomes in lower primary schools</a> </p> <a href="https://publications.waset.org/abstracts/186812/early-childhood-education-and-learning-outcomes-in-lower-primary-schools-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186812.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">45</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">13995</span> Conceptualization and Assessment of Key Competencies for Children in Preschools: A Case Study in Southwest China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yumei%20Han">Yumei Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Naiqing%20Song"> Naiqing Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoping%20Yang"> Xiaoping Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuping%20Han"> Yuping Han</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the conceptualization of key competencies that children are expected to develop in three year preschools (age 3-6) and the assessment practices of such key competencies in China. Assessment of children development has been put into the central place of early childhood education quality evaluation system in China. In the context of students key competencies development centered education reform in China, defining and selecting key competencies of children in preschools are of great significance in that they would lay a solid foundation for children’s lifelong learning path, and they would lead to curriculum and instruction reform, teacher development reform as well as quality evaluation reform in the early childhood education area. Based on sense making theory and framework, this study adopted multiple stakeholders’ (early childhood educators, parents, evaluation administrators, scholars in the early childhood education field) perspectives and grass root voices to conceptualize and operationalize key competencies for children in preschools in Southwest China. On the ground of children development theories, Chinese and international literature related to children development and key competencies, and key competencies frameworks by UNESCO, OECD and other nations, the authors designed a two-phase sequential mixed method study to address three main questions: (a) How is early childhood key competency defined or labeled from literature and from different stakeholders’ views? (b) Based on the definitions explicated in the literature and the surveys on different stakeholders, what domains and components are regarded to constitute the key competency framework of children in three-year preschools in China? (c) How have early childhood key competencies been assessed and measured, and how such assessment and measurement contribute to enhancing early childhood development quality? On the first phase, a series of focus group surveys were conducted among different types of stakeholders around the research questions. Moreover, on the second phase, based on the coding of the participants’ answers, together with literature synthesis findings, a questionnaire survey was designed and conducted to select most commonly expected components of preschool children’s key competencies. Semi-structured open questions were also included in the questionnaire for the participants to add on competencies beyond the checklist. Rudimentary findings show agreeable concerns on the significance and necessity of conceptualization and assessment of key competencies for children in preschools, and a key competencies framework composed of 7 domains and 25 indicators was constructed. Meanwhile, the findings also show issues in the current assessment practices of children’s competencies, such as lack of effective assessment tools, lack of teacher capacity in applying the tools to evaluating children and advancing children development accordingly. Finally, the authors put forth suggestions and implications for China and international communities in terms of restructuring early childhood key competencies framework, and promoting child development centered reform in early childhood education quality evaluation and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptualization" title=" conceptualization"> conceptualization</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education%20quality%20in%20China" title=" early childhood education quality in China"> early childhood education quality in China</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20competencies" title=" key competencies"> key competencies</a> </p> <a href="https://publications.waset.org/abstracts/55925/conceptualization-and-assessment-of-key-competencies-for-children-in-preschools-a-case-study-in-southwest-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55925.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">251</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">13994</span> PlayTrain: A Research and Intervention Project for Early Childhood Teacher Education</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>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Joao%20Hortas"> Maria Joao Hortas</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20Rocha"> Carla Rocha</a>, <a href="https://publications.waset.org/abstracts/search?q=Clarisse%20Nunes"> Clarisse Nunes</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Vieira"> Natalia Vieira</a>, <a href="https://publications.waset.org/abstracts/search?q=Marina%20Fuertes"> Marina Fuertes</a>, <a href="https://publications.waset.org/abstracts/search?q=K%C3%A1tia%20Sa"> Kátia Sa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The value of play is recognized worldwide and is considered a fundamental right of all children, as defined in Article 31 of the United Nations Children’s Rights. It is consensual among the scientific community that play, and toys are of vital importance for children’s learning and development. Play promotes the acquisition of language, enhances creativity and improves social, affective, emotional, cognitive and motor development of young children. Young children ages 0 to 6 who have had many opportunities to get involved in play show greater competence to adapt to new and unexpected situations and more easily overcome the pain and suffering caused by traumatic situations. The PlayTrain Project aims to understand the places/spaces of play in the education of children from 0 to 6 years and promoting the training of preschool teachers to become capable of developing practices that enhance children’s agency, experimentation in the physical and social world and the development of imagination and creativity. This project follows the Design-Based-Research (DBR) and has two dimensions: research and intervention. The participants are 120 students from the Master in Pre-school Education of the Higher School of Education, Polytechnic Institute of Lisbon enrolled in the academic year 2018/2019. The development of workshops focused on the role of play and toys for young children’s learning promotes the participants reflection and the development of skills and knowledge to construct developmentally appropriated practices in early childhood education. Data was collected through an online questionnaire and focal groups. Results show that the PlayTrain Project contribute to the development of a body of knowledge about the role of play for early childhood education. It was possible to identify the needs of preschool teacher education and to enhance the discussion among the scientific and academic community about the importance of deepening the role of play and toys in the study plans of the masters in pre-school education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%27s%20learning" title="children's learning">children's learning</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=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=toys" title=" toys"> toys</a> </p> <a href="https://publications.waset.org/abstracts/106294/playtrain-a-research-and-intervention-project-for-early-childhood-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106294.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">144</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">13993</span> Inclusive Early Childhood Education and the Development of Children with Learning Disabilities in Ghana: Cultural-Historical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20K.%20Kumador">D. K. Kumador</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20A.%20Muthivhi"> E. A. Muthivhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Historically, reforms in early childhood education in Ghana have focused narrowly on structural and pedagogical aspects with little attention paid to the broader sociocultural framework within which schooling and child development systems interact. This preliminary study investigates inclusive early childhood education within rapidly changing Ghanaian socio-cultural context, and its consequences for the development of children with learning disabilities. The study addresses an important topic, which is largely under-researched outside of Europe, North America, and Australasia. While inclusive education has been widely accepted globally at the level of policy, its implementation is uneven, as is shown in numerous studies across an array of countries and education systems. Despite this burgeoning area of research internationally, there have been far fewer studies conducted in African settings and fewer still that use cultural-historical activity theory as an investigative approach. More so, specific literature on the subject in the Ghanaian context is non-existent and, as such, coming to a deeper understanding of the sociocultural practices that shape, and possibly impede, inclusive early childhood education in an African country, Ghana, is a worthwhile research endeavour. Using cultural-historical activity theory as a methodological framework, this study employed classroom observations, and in-depth interviews and focus group discussions of preschool teachers in three kindergarten centres in the Greater Accra Region of Ghana to qualitatively explore inclusive early childhood education and the development of children with learning disabilities. The findings showed that literature from Ghana rarely discusses child informed consent as an on-going process that must be articulated throughout the research process from data collection to analysis, reporting and dissemination. Further, the study showed that the introduction and implementation of inclusive education framework – with its concomitant revisions in the curriculum, policies, and school rules, as well as enhanced community and parent involvement – into existing schooling practices, generated contradictions in inclusive teachers’ approaches to teaching and learning, and classroom management. Generally, contradictions in the understanding and acceptability of approaches to teaching and learning occur when a new way of doing things is incorporated into existing practices. These contradictions are thought to be a source of change and development. Thus, they guide teachers to unlearn outmoded practices, relearn or learn new approaches that are beneficial to the development of all children. Nonetheless, the findings of the current study showed that preschool teachers’ belief systems and perceptions of disabilities mediated the outcomes of such contradictions. Also, that was evidenced in the way they engaged children with learning disabilities compared to their typically developing counterparts, showing disregard for what was prescribed by new policies and school rules. The findings have implications for research with young children and the development outcomes of children with learning disabilities in inclusive early childhood education settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CHAT" title="CHAT">CHAT</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20management" title=" classroom management"> classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural-historical%20activity%20theory" title=" cultural-historical activity theory"> cultural-historical activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=ghana" title=" ghana"> ghana</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20early%20childhood%20education" title=" inclusive early childhood education"> inclusive early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=schooling%20practices" title=" schooling practices"> schooling practices</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20children%20with%20learning%20disabilities" title=" young children with learning disabilities "> young children with learning disabilities </a> </p> <a href="https://publications.waset.org/abstracts/110483/inclusive-early-childhood-education-and-the-development-of-children-with-learning-disabilities-in-ghana-cultural-historical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110483.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">128</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">13992</span> The Influence of Guided and Independent Training Toward Teachers’ Competence to Plan Early Childhood Education Learning Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Hartati">Sofia Hartati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is aimed at describing training in early childhood education program empirically, describing teachers ability to plan lessons empirically, and acquiring empirical data as well as analyzing the influence of guided and independent training toward teachers competence in planning early childhood learning program. The method used is an experiment. It collected data with a population of 76 early childhood educators in Tunjung Teja Sub District area through random sampling technique and grouped into two namely 38 people in an experiment class and 38 people in a controlled class. The technique used for data collections is a test. The result of the research shows that there is a significant influence between training for guided educators toward Teachers Ability toward Planning Early Childhood Learning Program. Guided training has been proven to improve the ability to comprehend planning a learning program. The ability to comprehend planning a learning program owned by teachers of early childhood program comprises of 1) determining the characteristics and competence of students prior to learning; 2) formulating the objective of the learning; 3) selecting materials and its sequences; 4) selecting teaching methods; 5) determining the means or learning media; 6) selecting evaluation strategy as a part of teachers pedagogic competence. The result of this research describes a difference in the competence level of teachers who have joined guided training which is relatively higher than the teachers who joined the independent training. Guided training is one of an effective way to improve the knowledge and competence of early childhood educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/44975/the-influence-of-guided-and-independent-training-toward-teachers-competence-to-plan-early-childhood-education-learning-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44975.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">265</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">13991</span> Assessing Teachers’ Interaction with Children in Early Childhood Education (ECE). Cambodian Preschool Teachers’ Beliefs and Intensions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahid%20Karim">Shahid Karim</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfredo%20Bautista"> Alfredo Bautista</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerry%20Lee"> Kerry Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The association between teachers’ beliefs and practices has been extensively studied across the levels of education. Yet, there is a lack of context-specific evidence on the relationship between teachers’ beliefs and intentions regarding their interaction with children in early childhood education settings. Given the critical role of teachers’ beliefs in their practices, the present study examined Cambodian preschool teachers’ beliefs and intentions related to their interaction with children and what factors affect the relationship. Data was collected through a self-reported Beliefs and Intentions Questionnaire (BTQ) from preschool teachers teaching at different types of preschools in Cambodia. Four hundred nine preschool teachers teaching in public, private and community schools participated in the study through an online survey administered on Qualtrics. The quantitative analysis of the data revealed that teachers’ beliefs predict their intentions in preschool. Teachers’ teaching experience, level of education and professional training moderated the relationship between their beliefs and intentions. Differences existed between the groups of teachers teaching in different types of preschools and genders. Implications of the findings related to policy and preschool teachers’ professional development are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher-child%20interaction" title="teacher-child interaction">teacher-child interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20beliefs" title=" teaching beliefs"> teaching beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20intentions" title=" teaching intentions"> teaching intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20teaching%20accreditations" title=" preschool teaching accreditations"> preschool teaching accreditations</a>, <a href="https://publications.waset.org/abstracts/search?q=Cambodia" title=" Cambodia"> Cambodia</a> </p> <a href="https://publications.waset.org/abstracts/175831/assessing-teachers-interaction-with-children-in-early-childhood-education-ece-cambodian-preschool-teachers-beliefs-and-intensions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175831.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">96</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">13990</span> Media Literacy Development: A Methodology to Systematically Integrate Post-Contemporary Challenges in Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mouta">Ana Mouta</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Paulino"> Ana Paulino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The following text presents the ik.model, a theoretical framework that guided the pedagogical implementation of meaningful educational technology-based projects in formal education worldwide. In this paper, we will focus on how this framework has enabled the development of media literacy projects for early childhood education during the last three years. The methodology that guided educators through the challenge of systematically merging analogic and digital means in dialogic high-quality opportunities of world exploration is explained throughout these lines. The effects of this methodology on early age media literacy development are considered. Also considered is the relevance of this skill in terms of post-contemporary challenges posed to learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title="early learning">early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ik.model" title=" ik.model"> ik.model</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=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/67584/media-literacy-development-a-methodology-to-systematically-integrate-post-contemporary-challenges-in-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67584.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">324</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">13989</span> Play Based Practices in Early Childhood Curriculum: The Contribution of High Scope, Modern School Movement and Pedagogy of Participation</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> The power of play for learning and development in early childhood education is beyond question. The main goal of this study is to analyse how three contemporary early childhood pedagogical approaches, the High Scope, the Modern School Movement (MEM) and the Pedagogy of Participation integrate play in their curriculum development. From this main goal the following objectives emerged: (i) to characterize how play is integrated in the daily routine of the pedagogical approaches under study; (ii) to analyse the teachers’ role during children’s playing situations; (iii) to identify the types of play that children are more often involved. The methodology used is the qualitative approach and is situated under the interpretative paradigm. Data is collected through semi-structured interviews to 30 preschool teachers and through observations of typical daily routines. The participants are 30 Portuguese preschool classrooms attending children from 3 to 6 years and working with the High Scope curriculum (10 classrooms), the MEM (10 classrooms) and the Pedagogy of Participation (10 classrooms). The qualitative method of content analysis was used to analyse the data. To ensure confidentiality, no information is disclosed without participants' consent, and the interviews were transcribed and sent to the participants for a final revision. The results show that there are differences how play is integrated and promoted in the three pedagogical approaches. The teachers’ role when children are at play varies according the pedagogical approach adopted, and also according to the teachers’ understanding about the meaning of play. The study highlights the key role that early childhood curriculum models have to promote opportunities for children to play, and therefore to be involved in meaningful learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20models" title="curriculum models">curriculum models</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=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/81017/play-based-practices-in-early-childhood-curriculum-the-contribution-of-high-scope-modern-school-movement-and-pedagogy-of-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81017.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">13988</span> Applying Art Integration on Teaching Quality Assurance for Early Childhood Art Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shih%20Meng-Chi">Shih Meng-Chi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nai-Chia%20Chao"> Nai-Chia Chao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study constructed an arts integrative curriculum for early childhood educators and kindergarten teachers to the exciting possibilities of the use of the art integration method. The art integrative curriculum applied art integration that combines and integrates various elements of music, observation, sound, art, instruments, and creation. The program consists of college courses that combine the use of technology with children’s literature, multimedia, music, dance, and drama presentation. This educational program is being used in kindergartens during the pre-service kindergarten teacher training. The study found that arts integrated curriculum was benefit for connecting across domains, multi-sensory experiences, teaching skills, implementation and creation on children art education. The art Integrating instruction helped to provide students with an understanding of the whole framework and improve the teaching quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20integration" title="art integration">art integration</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20quality%20assurance" title=" teaching quality assurance"> teaching quality assurance</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=arts%20integrated%20curriculum" title=" arts integrated curriculum"> arts integrated curriculum</a> </p> <a href="https://publications.waset.org/abstracts/20606/applying-art-integration-on-teaching-quality-assurance-for-early-childhood-art-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20606.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">595</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">13987</span> Teacher in Character Strengthening for Early Childhood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Aisyah">Siti Aisyah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article discusses character education which is a very basic education for early childhood with the aim of instilling moral values to prevent unacceptable behaviours. Children can absorb good character when they are in a supportive environment, for that schools should understand and implement character education in the learning process. In the school environment, good character education and habituation can be developed. All parties in the school should be involved, especially the teachers. This research discusses how teachers apply characters on the values of responsibility, honesty, discipline, love and compassion, caring, courage, independence, hard work, mutual cooperation, courtesy, justice, self-control and tolerance. The respondents of this study were teachers involving 200 children from all over Indonesia. The methodology used was a survey method with the result that more than 80% of teachers have been able to exhibit the expected behaviours. The survey was conducted based on observations, types of tasks and assessed performance. The character values can be optimally taught in the school environment based on the teacher's ability to implement them. Through the character education in schools, children can also instil a positive outlook on life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20strengthening" title=" character strengthening"> character strengthening</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=behavior" title=" behavior"> behavior</a> </p> <a href="https://publications.waset.org/abstracts/174157/teacher-in-character-strengthening-for-early-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174157.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">91</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">13986</span> Exploring Ways Early Childhood Teachers Integrate Information and Communication Technologies into Children's Play: Two Case Studies from the Australian Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Caroline%20Labib">Caroline Labib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a qualitative study exploring the approaches teachers used to integrate computers or smart tablets into their program planning. Their aim was to integrate ICT into children’s play, thereby supporting children’s learning and development. Data was collected in preschool settings in Melbourne in 2016. Interviews with teachers, observations of teacher interactions with children and copies of teachers’ planning and observation documents informed the study. The paper looks closely at findings from two early childhood settings and focuses on exploring the differing approaches two EC teachers have adopted when integrating iPad or computers into their settings. Data analysis revealed three key approaches which have been labelled: free digital play, guided digital play and teacher-led digital use. Importantly, teacher decisions were influenced by the interplay between the opportunities that the ICT tools offered, the teachers’ prior knowledge and experience about ICT and children’s learning needs and contexts. This paper is a snapshot of two early childhood settings, and further research will encompass data from six more early childhood settings in Victoria with the aim of exploring a wide range of motivating factors for early childhood teachers trying to integrate ICT into their programs. <p class="card-text"><strong>Keywords:</strong> <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=digital%20play" title=" digital play"> digital play</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technologies%20%28ICT%29" title=" information and communication technologies (ICT)"> information and communication technologies (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20teachers%27%20interaction%20approaches" title=" and teachers' interaction approaches"> and teachers' interaction approaches</a> </p> <a href="https://publications.waset.org/abstracts/89700/exploring-ways-early-childhood-teachers-integrate-information-and-communication-technologies-into-childrens-play-two-case-studies-from-the-australian-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89700.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">213</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">13985</span> Using Storytelling Tasks to Enhance Language Acquisition in Young Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sinan%20Serkan%20%C3%87a%C4%9Fl%C4%B1">Sinan Serkan Çağlı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the effectiveness of incorporating storytelling tasks into language acquisition programs for young learners. The research investigates how storytelling, as a pedagogical tool, can contribute to the enhancement of language acquisition skills in children. Drawing upon relevant literature and empirical data, this article examines the impact of storytelling on vocabulary development, comprehension, and overall language proficiency in early childhood education in Turkey. The study adopts a qualitative approach, including classroom observations and interviews with teachers and students. Findings suggest that storytelling tasks not only foster linguistic competence but also stimulate cognitive and socio-emotional development in young learners. Additionally, the article explores various storytelling techniques and strategies suitable for different age groups. It is evident that integrating storytelling tasks into language learning environments can create engaging and effective opportunities for young learners to acquire language skills in a natural and enjoyable way. This research contributes valuable insights into the pedagogical practices that promote language acquisition in early childhood, emphasizing the significance of storytelling as a powerful educational tool, especially in Turkey for EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storytelling" title="storytelling">storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</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=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/174032/using-storytelling-tasks-to-enhance-language-acquisition-in-young-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174032.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">13984</span> An Electronic and Performance Test for the Applicants to Faculty of Education for Early Childhood in Egypt for Measuring the Skills of Teacher Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Gehan%20Azam"> Gehan Azam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study presents an electronic test to measure teaching skills. This test is a part of the admission system of the Faculty of Education for Early Childhood, Cairo University. The test has been prepared to evaluate university students who apply for admission the Faculty. It measures some social and physiological skills which are important for successful teachers, such as emotional adjustment and problem solving; moreover, the extent of their love for children and their capability to interact with them. The test has been approved by 13 experts. Finally, it has been introduced to 1,100 students during the admission system of the academic year 2016/2017. The results showed that most of the applicants have an auditory learning style. In addition, 97% of them have the minimum requirement skills for teaching children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20test" title="electronic test">electronic test</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</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=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20student" title=" teacher student"> teacher student</a> </p> <a href="https://publications.waset.org/abstracts/75221/an-electronic-and-performance-test-for-the-applicants-to-faculty-of-education-for-early-childhood-in-egypt-for-measuring-the-skills-of-teacher-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75221.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">255</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">13983</span> Efficacy of Social-emotional Learning Programs Amongst First-generation Immigrant Children in Canada and The United States- A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Gabrielle%20%22Abby%22%20Dalmacio">Maria Gabrielle "Abby" Dalmacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social-emotional learning is a concept that is garnering more importance when considering the development of young children. The aim of this scoping literature review is to explore the implementation of social-emotional learning programs conducted with first-generation immigrant young children ages 3-12 years in North America. This review of literature focuses on social-emotional learning programs taking place in early childhood education centres and elementary school settings that include the first-generation immigrant children population to determine if and how their understanding of social-emotional learning skills may be impacted by the curriculum being taught through North American educational pedagogy. Research on early childhood education and social-emotional learning reveals the lack of inter-cultural adaptability in social emotional learning programs and the potential for immigrant children as being assessed as developmentally delayed due to programs being conducted through standardized North American curricula. The results of this review point to a need for more research to be conducted with first-generation immigrant children to help reform social-emotional learning programs to be conducive for each child’s individual development. There remains to be a gap of knowledge in the current literature on social-emotional learning programs and how educators can effectively incorporate the intercultural perspectives of first-generation immigrant children in early childhood 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=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=first-generation%20immigrant%20children" title=" first-generation immigrant children"> first-generation immigrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=north%20america" title=" north america"> north america</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-cultural%20perspectives" title=" inter-cultural perspectives"> inter-cultural perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20educational%20frameworks" title=" early educational frameworks"> early educational frameworks</a> </p> <a href="https://publications.waset.org/abstracts/173802/efficacy-of-social-emotional-learning-programs-amongst-first-generation-immigrant-children-in-canada-and-the-united-states-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173802.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">101</span> </span> </div> </div> <ul class="pagination"> <li 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