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State of the Art of Early Childhood Education, 2003
2003
As long as progress is being made in any field, and new strategies, knowledge, and insights are being developed, there must always be a gap between the theoretical or knowledge base and practices. However, the gap between what is known about how best to support the growth, development, and learning of young children and the nature of actual typical practices involved in their care and education is tragically large. Noting that the major challenge to the early childhood profession is how this gap might be reduced, this paper examines briefly six major issues confronting the early childhood field. These issues are: (1) the lasting effects of early experience; (2) the critical period of neurological development; (3) regardless of children's early experience, all children come to school with lively minds, with an inborn disposition to make sense of their experiences, observations, and feelings; (4) the critical period in social development; (5) the development of communicative competence; and (6) development and cultural identity. Having distinguished between academic and intellectual goals and activities, the paper concludes by suggesting that the best way to ensure good quality educational environments in which all children can develop and learn is by focusing collective and individual teacher and teacher educator energies on the quality of day-today interactions with children so that these interactions are rich, interesting, engaging,
Selected concepts and contemporary early childhood education program
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Selected concepts and contemporary early childhood education program The article presents concepts of programs for Classes I-III, paying particular attention to learning objectives in the education and upbringing of children. These set not only the direction to be taken at the level of method, but also the manners of their implementation in accordance with the proposal of the Ministry of National Education. The role and importance of constructivism in early childhood education is also worth noting. The various ways of interpreting constructivism can stimulate reflection and open up new possibilities with regard to what teachers themselves can do. Currently, the methods involved in working with children reflect teaching oriented towards constructivist ideas, which in turn, put great emphasis on the fact that learning conditions are greatly influenced by those people directly involved, namely: students, teachers and parents. Constructivists, perceiving learning as a process wherein the individual builds their own knowledge, stress the role of the individual learner. Critical analysis of the curriculum, the conditions relevant to its implementation, and the various ways in which the latter may be pursued, opens up the whole pedagogical discourse regarding working with children in Classes I-III as this pertains to the practical application of the statutory provisions regarding school practice. When it comes to the seeking the optimum solutions for didacticeducational work, and for effective upbringing, what is decisive is pedagogical competence, including awareness of the overall role played by the educating and teaching of children. ,, We should let children experience groping, extend their roots, experiment and drill down, find out and compare, (...) let them go on voyages of discovery-sometimes hard-but allowing to find the food, which will be useful for them." Freinet, C.
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Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019), 2020
In this paper, I demonstrate the insufficiency of developmental knowledge as the framework of early childhood education quality. For this purpose, I analyse two documents that currently govern the practice of Indonesian early childhood education, the early childhood education standard and early childhood education Curriculum 2013 (the latest Indonesian curriculum), focusing on their sections on developmental indicators and learning outcomes. Drawing on critical policy analysis scholarship, I argue that an over-reliance on developmental knowledge to frame the notion of quality is insufficient and problematic. Its presence has led to the absence of learning contents and outcomes that represent Indonesia's national identity, disconnected the policy notion of quality early childhood education from the transformative vision of education in general, as well as obscured the vision of technological advance that supposedly is a core ingredient of the notion of quality early childhood education.
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Contemporary themes in early childhood education and international educational modules
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2019
This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from the...