scholarly journals Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

2014 ◽  
Vol 8 ◽  
Author(s):  
Ann-Christine Vallberg Roth
Keyword(s):  
Early Childhood ◽  
Comparative Analysis ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Curriculum Studies ◽  
Construction Quality ◽  
Childhood Education ◽  
Study Results ◽  
Similarities And Differences ◽  
Comparative Nature

The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning) and is more linear and oriented towards goal-rationality than non-linear.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya

2017 ◽  
Vol 2 (3) ◽  
pp. 18
Author(s):  
Odundo Paul Amolloh ◽  
Ganira Khavugwi Lilian ◽  
Milimu Gladys Shaji
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Fine Motor ◽  
Digital Competence ◽  
Childhood Education ◽  
Similarities And Differences ◽  
Early Childhood Settings

Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in which teachers in ECE in Kenya access digital technologies. It was designed as a two-phase exploratory mixed methods study. The design allowed collection of data from two groups of ECE educators: case study and survey teachers. Case-studies of two ECE centers (low and high technology) involving 11 ECE teachers were compared in order to examine similarities and differences in access to digital technologies. Similarly, teachers (n=508) in two education zones were surveyed and drawn in terms of similarities and differences in access to digital technologies. Findings indicated that ECE teachers in Kenya have limited access to digital technologies due to non-availability in ECE teaching and learning environments. To address this challenge, the study recommends Ministry of education to put emphasis on funding technology resources in early childhood settings. Furthermore, teachers in ECE should be exposed to a variety of developmentally appropriate digital technologies in order to effectively enhance teaching and learning.

scholarly journals IMPACT OF ISLAMIC VALUE TO SCHOOL MANAGEMENT: CASE STUDY OF EARLY CHILDHOOD EDUCATION PROGRAMS

Ta dib ◽  
2021 ◽  
Vol 24 (1) ◽  
pp. 102
Author(s):  
Nurus Shalihin ◽  
Firdaus Firdaus ◽  
M. Yusuf
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Management ◽  
School Principal ◽  
Childhood Education ◽  
Study Approach ◽  
Study Results ◽  
The Difference ◽  
Management Case Study

School management is influenced by the norms, values and rules that they make as a platform. This article aims to analyze the influence of moral values platform (Islamic value) toward school management of early childhood education in Indonesia. With case study approach at 6 Islamic Kindergarten (TK IT) in Padang, data were collected through in-depth interviews with teachers and foundation leaders. FGDs were also conducted with the school principal in order to do the data enrichment and triangulation. Data were analized through data reduction, data display and data ferivication. The study results show three types of Integrated Islamic Kindergartens (TK IT) in Indonesia with different Islamic platforms, namely TK IT affiliated with JSIT, TK IT affiliated with ASESI and TK IT non-afiliated. These three type of integrated Islamic schools have Islamic platform on developed their schools. The difference of platform influenced the management of Integrated Islamic Kindergartens (TK IT) which includes design of school target, academic standard policies of school, and human resource management. Thus, the authors argue that the Islamic values on the school platform determine the school management.

scholarly journals Pelaksanaan Program Gerakan Nasional Pendidikan Anak Usia Dini di Kabupaten Banyumas (Evaluasi Program Berdasarkan Goal Oriented Model)

2014 ◽  
Vol 15 (2) ◽  
pp. 274-288
Author(s):  
Fauzi Fauzi
Keyword(s):  
Early Childhood ◽  
Program Evaluation ◽  
Early Childhood Education ◽  
Evaluation Model ◽  
Optimal Program ◽  
Childhood Education ◽  
Evaluative Study ◽  
National Movement ◽  
Study Results

Abstract: This article presents the results of an evaluative study on theimplementation of a national movement for early childhood education (Paudisasimovement) in Banyumas district. The selected program evaluation model that isgoal oriented models. The study results showed that the general implementation ofPaudisasi movement in Banyumas district has led to the achievement of the setprogram standards. Yet still found lest than optimal program on every aspect of theprogram is based on criteria or indicators specified program. Necessary to optimizethe implementation of a national movement programs for early childhood educationin a more creative, substantive and qualitative.Keywords: evaluation of the program, a national movement for early childhoodeducation. Abstrak: Artikel ini memaparkan hasil kajian evaluatif atas pelaksanaangerakan nasional pendidikan anak usia dini (gerakan Paudisasi) di kabupatenBanyumas. Model evaluasi program yang dipilih yakni goal oriented model. Hasilkajian menunjukan bahwa secara umum pelaksanaan gerakan Paudisasi dikabupaten Banyumas telah mengarah pada upaya pencapaian standar programyang ditetapkan. Namun demikian masih ditemukan kekurangoptimalanpelaksanaan program pada setiap aspek program berdasarkan kriteria atauindikator program yang ditetapkan. Diperlukan optimalisasi implementasi programgerakan nasional pendidikan anak usia dini secara lebih kreatif, substantif, dankualitatif.Kata Kunci: evaluasi program, gerakan nasional pendidikan anak usia dini.

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