The Impact of Early Childhood Education in North Dakota - A Feasibility Study

2021 ◽  
Author(s):  
Jesse Bruhn
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
North Dakota ◽  
Feasibility Study ◽  
Childhood Education ◽  
The Impact

scholarly journals Future Directions: Shaping Early Childhood Education Policy for the 21st Century – A Personal Perspective

1998 ◽  
Author(s):  
Clare Wells
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Personal Perspective ◽  
Future Directions ◽  
Education Project ◽  
Childhood Education ◽  
Early Childhood Education Policy ◽  
High Quality Education ◽  
Policy Direction ◽  
The Impact

The report of the Early Childhood Education Project Future Directions: Early Childhood Education in New Zealand was launched in September, 1996. The report “focuses on the structures and funding required to deliver high quality education services for young children” (Early Childhood Education Project, 1996a, p. 2). This article briefly describes the context within which the project was initiated. It outlines the aims of the project, the process undertaken to develop the report and highlights its key findings, goals and recommendations. This article sets out NZEI Te Riu Roa’s strategy in promoting the report and concludes with a broad overview of the impact of the report in shaping government policy direction.

scholarly journals The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4247
Author(s):  
Lynne M. Z. Lafave ◽  
Alexis D. Webster ◽  
Ceilidh McConnell ◽  
Nadine Van Wyk ◽  
Mark R. Lafave
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Healthy Eating ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Childhood Education ◽  
Education And Care ◽  
The Impact

Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.

scholarly journals How neoliberal globalization is shaping early childhood education policies in India, China, Singapore, Sri Lanka and the Maldives

2017 ◽  
Vol 16 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Amita Gupta
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sri Lanka ◽  
Postcolonial Theory ◽  
High Stakes Testing ◽  
Education Policies ◽  
High Stakes ◽  
Neoliberal Globalization ◽  
Childhood Education ◽  
The Impact

In rapidly globalizing systems of schooling around the world, economic considerations have led to a push to impose neoliberal reforms in the field of education. Under this influence early childhood education and teacher education in Asia have increasingly become positioned as regulated markets governed by neoliberal policies, leading to peak activities in privatization, consumerism, standardization and high-stakes testing. This article, based on a series of qualitative inquiries, presents a review of recent early childhood policies in India, China, Singapore, Sri Lanka and the Maldives. The impact of the policies on pedagogy is discussed within the frameworks of neoliberal globalization and postcolonial theory, emphasizing the growing need to recognize the third space of pedagogical hybridity in classrooms that are becoming increasingly multicultural and global.

scholarly journals The Impact of Expanding Access to Early Childhood Education Services in Rural Indonesia

2017 ◽  
Vol 35 (S1) ◽  
pp. S305-S335 ◽  
Author(s):  
Sally Anne Brinkman ◽  
Amer Hasan ◽  
Haeil Jung ◽  
Angela Kinnell ◽  
Menno Pradhan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Services ◽  
Childhood Education ◽  
The Impact

scholarly journals KONFERENCIJOS „PASAULIS VAIKUI: UGDYMO REALIJOS IR PERSPEKTYVOS“ TIKSLAS IR NAGRINĖTŲ KLAUSIMŲ ĮVAIROVĖ [THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES]

2015 ◽  
Vol 7 (2) ◽  
pp. 83-90
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Good Practice ◽  
Scientific Conference ◽  
Educational Activities ◽  
Childhood Education ◽  
Perfect Form ◽  
Child Education ◽  
The Impact

The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.

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