Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory

2020 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Thinking Skills ◽  
Childhood Education

scholarly journals Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany

2019 ◽  
Vol 11 (5) ◽  
pp. 1478 ◽  
Author(s):  
Şebnem Feriver ◽  
Refika Olgan ◽  
Gaye Teksöz ◽  
Matthias Barth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Systems Thinking ◽  
Case Study Research ◽  
Thinking Skills ◽  
Unintended Consequences ◽  
Childhood Education

This study presents an attempt to contribute to the field of Education for Sustainable Development (ESD) by conceptualizing systems thinking skills of four- to six-year-old preschool children with the role of age in this particular skill. For this purpose, we developed and tested a method and instruments to assess and conceptualize systems thinking skills of 52 preschool children in early childhood education contexts from Turkey and Germany. By employing qualitative case study research, we concluded that the young children showed some signs of complex understanding regarding systems thinking in terms of detecting obvious gradual changes and two-step domino and/or multiple one-way causalities, as well as describing behavior of a balancing loop. However, their capacity was found to be limited when it comes to detecting a reinforcing loop, understanding system mechanisms by acknowledging the unintended consequences, detecting hidden components and processes, demonstrating multi-dimensional perspective, solving problems through high-leverage interventions, and predicting the future behavior of the system. Age had a notable effect on the total systems thinking mean scores of the participants.

scholarly journals PROVIDING EARLY CHILDHOOD EDUCATION WITH PROGRAMS: UKRAINIAN AND EUROPEAN EXPERIENCE

2021 ◽  
Vol 33 (2) ◽  
pp. 221-235
Author(s):  
Olena Litichenko ◽  
Olena Kovalenko
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Preschool Education ◽  
State Standards ◽  
Individual Development ◽  
Normative Documents ◽  
Childhood Education ◽  
European Experience ◽  
The Individual

The article presents the results of theoretical study of normative documents of early childhood education of Ukraine and European Union countries; the opinion of authoritative scientists on the issue of providing early childhood education of Ukraine is examined. Attention is focused on the fact that the qualitative development of preschool children depends on the ability of teachers to ensure the individual development of each child, so the issue of creating a quality education program is especially relevant. Based on the analysis of discussion issues related to the providing early childhood educational institutions with programs, an empirical study of the awareness of preschool teachers and practitioners with the variety of educational programs for preschool institutions in Ukraine, their right to choose and create their own. Experience of Bulgaria, Lithuania, Great Britain, Switzerland is considered. The results of the analysis of state standards and programs for preschool education shows that there are common views on the education of preschool children in the European education. Іn this article, the authors prove the importance and necessity opportunity for teachers to create their own programs for the development of preschool children.

As we read

1968 ◽  
Vol 15 (5) ◽  
pp. 395-396
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Young Child ◽  
Young Children ◽  
Primary Grade ◽  
Mathematical Education ◽  
Childhood Education ◽  
The Mind

Teaching young children is an exciting experience! What the young child lacks in sophistication of response is more than compensated by his enthusiasm and his evident delight in learning. The mind of a young child is a fertile field for implanting the seeds of elegant mathematics. Sometimes neglected, never fully exploited, the possibilities for the mathematical education of our primary-grade and preschool children are endless. This issue of The Arithmetic Teacher features articles dealing with early childhood education.

scholarly journals Nutrition education and changes in mother's behavior towards fulfillment of vegetable and fruit consumption strategies in preschool children

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Rapitos Sidiq ◽  
Rina Hasniyati ◽  
Marni Handayani
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Early Childhood Education ◽  
Nutrition Education ◽  
Fruits And Vegetables ◽  
Maternal Knowledge ◽  
Fruit Consumption ◽  
Childhood Education ◽  
The Impact ◽  
Consumption Strategies

The nutritional needs of preschool children are very important for their growth and development. However, the problem is the low consumption of preschool children for fruits and vegetables, so it requires special strategies, for that the role of the family is very important. This study aims to determine the impact of nutrition education and changes in mother's behavior towards the fulfillment of vegetable and fruit consumption strategies in pre-school children. This research uses quasi-experimental and observational methods, observations were carried out on 30 September 2019 on 44 preschool children. Data collection was carried out on September 20, 2019, in Early Childhood Education SB in 50 mothers of preschool children. The data is processed in stages; editing, coding, transferring and tabulating. Univariate data analysis in the form of frequency distribution tables, paired t-test statistical test. The results showed an average value of knowledge before the intervention (p= 0,000). Observation results show that after nutrition education was given, only 31,8% of preschool children were given vegetable and fruit supplies or processed food vegetables and fruits by the mother when going to school. The conclusion of the study is nutrition education on maternal strategies in increasing consumption of vegetables and fruit in preschool children in early childhood education effectively changing maternal knowledge but has not had a comprehensive impact on changes in mother’s behavior

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