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1.
This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. 相似文献
2.
Early childhood education has become a focus of government policy across the world. Part of the present increased interest in early childhood education has been a focus on curriculum frameworks and socio/cultural methods of assessment. Currently, New Zealand has emerged as a world leader in early childhood education, and observation and assessment techniques, developed in New Zealand, have become an international focus of research and pedagogic practice. One exemplar practice to have emerged from research in New Zealand is the assessment of children's learning. An assessment project, conducted at the instigation of the New Zealand Ministry of Education, was designed to recognise key outcomes from the New Zealand curriculum, Te Whāriki, and to provide practitioners with a tool that would assist in the development of assessment ideas and procedures. The result was Learning Stories. This present research explored the introduction of Learning Stories into Australia and investigated the potential of Learning Stories as an assessment tool for early childhood practitioners in the context of Saudi Arabia. 相似文献
3.
Jack J. Hourcade Howard P. Parette Nichole Boeckmann Craig Blum 《Early Childhood Education Journal》2010,37(6):483-491
This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood
education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills.
Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in learners
at risk of academic difficulties. 相似文献
4.
Teaching Traumatic History to Young Children: The Case of Holocaust Studies in Israeli Kindergartens
Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an instructive case through which to address the broader questions about what might constitute an appropriate and acceptable curriculum in early childhood. We discuss the initiative from three disciplinary perspectives: a developmental sciences perspective, an anthropological/cultural perspective, and a learning sciences perspective. As we demonstrate, these three perspectives not only represent different disciplines but also highlight different aspects of this issue, thus exposing the complexities of this discussion. We show that understanding these perspectives separately and then trying to combine them may enable a richer and more complex look on the broader questions that this specific curriculum raises. We conclude with an endeavor to integrate the three perspectives, all of which should be taken into account when constructing a curriculum for young children. 相似文献
5.
For many early childhood teachers the past few years have been exciting as they meet the challenge to move curriculum and practice away from teacher-centered to child-centered approaches. Yet, for the classroom teacher, who must come up with the content, activities, and materials for Monday morning, the excitement may be accompanied by anxiety.Kenneth E. Smith is Assistant Professor in the Department of Teacher Education, University of Nebraska at Omaha. Mary K. Smith is a kindergarten teacher with the Westside Community Schools, Omaha, NE. 相似文献
6.
《幼儿教育和保育国家课程指导》是芬兰政府颁布的指导芬兰幼教工作的纲领性文件。芬兰的幼儿教育和保育强调尊重儿童的内在价值,为儿童发展提供支持。在课程实施中体现公平性、整体性、集体性、环境舒适性、快乐性、语言中心等原则:课程内容主要包括数学、自然科学、社会-历史、艺术、道德和宗教一哲学等六个方面。芬兰《幼儿教育和保育国家课程指导》重视保障体系的建构,关注地方差异,强调政策的弹性,对我国具有借鉴意义。 相似文献
7.
Dr. Marilyn Fleer 《Research in Science Education》1992,22(1):132-139
The National Statement on Technology Education will soon be released in Australia. The statement advocates adesign,make andappraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities
for early childhood children. Although much curriculum development in technology education for primary and early childhood
has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes
a study which sought to investigate how thedesign,make andappraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular,
the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged
into this newly defined area of study.
Specializations: early childhood science education, early childhood technology education. 相似文献
8.
文章对首尔国立大学通识教育课程及博雅教育体系的内容进行了梳理与评介，分析了其通识教育课程、学习基础课程以及核心课程的实施与相关的教学和课程管理措施，指出了其在通识教育课程设置、选课与学分要求、教学模式与考评规定等方面的实践中值得我国高校学习的方法与研究领域。 相似文献
9.
Julia Torquati Kay Cutler Deanna Gilkerson Susan Sarver 《Early education and development》2013,24(5):721-743
This study examined early childhood educators' perceptions about nature, science, and environmental education. Preservice early childhood teachers (n = 195) and early childhood professionals currently practicing in the field (n = 162) rated the importance of providing specific nature/science experiences for young children, the importance of specific nature/science learning outcomes, and their confidence implementing specific activities. Research Findings: Consistent with our hypotheses, both professionals and students rated the curricular domain of nature/science as the least important for young children in terms of experiences and learning outcomes in comparison to other curricular domains. Similarly, both professionals and students reported that they were least confident implementing nature/science activities compared to activities in other curricular domains. Qualitative analysis of open-ended questions yielded themes related to definitions of nature, specific activities in and about nature that can promote children's learning and development, and what educators need to know and be able to do in order to be effective “nature educators.” Practice or Policy: Preservice and in-service teacher professional development would benefit from (a) the inclusion of content on nature, science, and environmental education, including the interrelatedness of human and natural systems; (b) a focus on place-based education and/or emergent curriculum; and (c) the provision of experiences in nature that help teachers to develop confidence implementing activities in nature. [Supplementary material is available for this article. Go to the publisher's online edition of Early Education & Development for the following free supplemental resource: Appendix A: Teacher Survey Questions.] 相似文献
10.
The New Zealand Ministry of Education is producing the final draft of Te Whaariki the national early childhood curriculum (Ministry of Education 1993). Once formalised all early childhood services will be required to demonstrate that their programmes are operating according to the Principles, Aims and Goals outlined in Te Whaariki (a Maori name meaning a mat for all to stand on). Three years ago a paper at the first Warwick International Early Years Conference outlined the rationale, framework and processes involved in the development ofTe Whaariki (Carr & May 1993c). We had been contracted by the Ministry of Education to coordinate the development of a national early childhood curriculum that firstly, would embrace a diverse range of early childhood services and cultural perspectives, secondly, would articulate a philosophy of quality early childhood practice, and thirdly would make connections with the new national curriculum for schools. Te Whaariki was released to early childhood centres on a trial basis in late 1993. Since that time there has been an official process of trialing and evaluation which has indicated a very high level of support within the early childhood community for the document. In 1994 the Government contracted a number of professional development projects to support early childhood practitioners with the document. Training programmes began reviewing the structure and rationale of the courses they provide. Margaret Carr is now undertaking a research project looking at some possibilities for the assessment for young children that relate to the Principles, Aims and Goals outlined in Te Whaariki. There are, however, many issues for centres regarding the implementation of Te Whaariki. For example, current regulatory requirements and funding levels make it difficult for centres to meet the high expectations of quality outlined in Te Whaariki, although the 1995 budget pronouncements promised some small funding increase.
This paper provides an overview of the implementation of Te Whaariki. We are mindful that other countries, have been undertaking similar kinds of development. While we see Te Whaariki as a document that is uniquely New Zealand, we have also sought, throughout the process of development and implementation, to encourage international critique and appraisal ofTe Whaariki as part of on going debates regarding the nature of early childhood curriculum in the 1990s. This paper was first presented at the second Early Years Conference at Warwick in 1996. 相似文献
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Neelima Chopra 《International Journal of Early Years Education》2012,20(2):159-174
Early years is the period of rapid physical and mental growth wherein the foundation for the child's development is laid and therefore, these years are considered extremely critical for the overall development of the child. Given the critical significance of these early childhood years, it is imperative for every child to get the opportunity to develop in a stimulating environment. The early childhood programmes provide this stimulating environment to the children. Extensive research evidence indicates towards the positive impact of early intervention and both short-term and long-term gains of an early childhood programme. However, mere participation in an early childhood programme is not sufficient. The quality of the programme attended by the children at this stage is also crucial. The various provisions provided by the programme to the children determine the quality of an early childhood programme. Curriculum seems to be the basic variable that influences the provisions provided to children in an Early Childhood Care and Education programme and in turn determines the quality of the programmes for children. This article is an attempt to study the variability of provisions provided and curriculum implemented in different early childhood programmes. 相似文献
13.
Jyotsna Pattnaik 《Early Childhood Education Journal》1996,24(1):11-16
The changes in the social and economic structure of India have intensified the need for universal early childhood education.
The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to
preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers
of their younger siblings; and to provide early childhood education to all children despite serious financial constraints.
This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives
in early childhood education, describes the range of programs available in India, and identifies goals that will shape the
future of early childhood programs in India.
Portions of this article will appear in Isenberg, J.P., & Jalongo, M.R. (Eds.). (1997, in press).Trends and issues in early childhood: Challenges, controversies, and insights. New York: Teachers College Press. 相似文献
14.
Saigeetha Jambunathan Kenneth P. Counselman 《Journal of Early Childhood Teacher Education》2013,34(2):103-108
Abstract This article explores the meaning of professionalism as it relates to early childhood teacher education. The poignant need for such professionalism is timely within the context of contemporary policies that have the potential to de‐skill educational professionalism as well as minimize the breadth and depth of early childhood education. After exploring problems/issues associated with a number of specific policies with such potential, an action plan and strategies for implementing such a plan are proposed. Now that early childhood teacher certification has been receiving increased attention in several states, the author concludes with what she feels is a problem worthy of immediate attention—greater school administrator preparation in early childhood curriculum. 相似文献
15.
Jonny Scaramanga 《课程研究杂志》2018,50(3):333-351
President Donald Trump has promised an expansion of voucher programs for private schools in the United States. Private Christian schools are likely beneficiaries of such an expansion, but little research has been conducted about the curricula they use or their suitability for public funds. This article describes and critiques the depiction of race in Accelerated Christian Education, a curriculum used in some voucher-funded schools in the United States, as well as in private schools in 140 countries. It employs content analysis and qualitative documentary analysis of the curriculum workbooks, and builds on Christian Smith and Michael Emerson’s theoretical framework of white evangelicals’ ‘cultural toolkit’ to explain the ideas about race in the curriculum. The paper finds that in addition to some overt racism, the system promulgates a worldview which does not have the capacity to recognize or oppose systemic injustice. It is argued that such a curriculum is not a suitable recipient of federal funding. 相似文献
16.
陈天祥 《天津职业院校联合学报》2011,13(7):9-11,16
根据教育部十六号文件精神,高职院校要把工学结合作为高等职业教育人才培养模式改革的重要切入点,并以此带动专业调整与建设,引导课程设置、教学内容和教学方法改革。人才培养模式改革的重点应放在教学过程的实践性、开放性和职业性上,真正实现课堂教、学、做一体化。可是如何设计教学过程中的具体实训项目,才能使教、学、做三者有机的结合在一起,真正实现实习、就业零距离,一直是目前大多数学校和老师的头痛问题。我们依托机械加工与自动化校内实训基地,引企入校,校企共同开发研究基于工作过程的先进制造技术实训项目,取得了较为显著的成果。 相似文献
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18.
Susan A. Kirch 《Cultural Studies of Science Education》2014,9(1):243-254
In Science Education during Early Childhood: A Cultural-Historical Perspective, Wolff-Michael Roth, Maria Inês Mafra Goulart and Katerina Plakitsi explore the practical application of Vygotsky’s relational ontological theory of human development to early childhood science teaching and teacher development. In this review, I interrogate how Roth et al. conceptualize “emergent curriculum” within the Eurocentric cultural-historical traditions of early childhood education that evolved primarily from the works of Vygotsky and Piaget and compare it to the conceptualizations from other prominent early childhood researchers and curriculum developers. I examine the implications of the authors’ interpretation of emergence for early childhood science education and teacher preparation. 相似文献
19.
Dang Phuong Thao 《International Journal of Early Years Education》2014,22(2):184-196
Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to favour direct instruction over more appropriate teaching practices for early childhood. This paper reviews the implementation and renovation of the revised curriculum over the past 10 years in Vietnam, and examines the changing realities of early childhood teachers' work to explore ways to implement and sustain changes in pedagogy in Lam Dong Province, Vietnam. The paper explores how changing societal expectations and the changing educational philosophies and resultant pedagogy have impacted on the beliefs and practices of early childhood teachers. The teaching profession, as a whole, is facing ongoing change and challenge; not only are ongoing educational reforms redefining teachers' work, but increasing teacher attrition and turnover also creates problems for Early Childhood Education and Care (ECEC) in Lam Dong province. The paper concludes with suggestions for areas for future research in Vietnam in the field of ECEC. 相似文献