Language: English

ISSN: 1071-6246

Abstract/Notes: The growth of the preschool education movement has been a result of the growing recognition of the needs of young children, the need to be provided with a rich and wholesome environment which is conducive to, and promotes the all round development of the child. Prior to 1947, very little attention was paid to preschool education in our country, even by the Government, and preschool was not considered a state responsibility. The Central Advisory Board of Education on Post-War Educational Development (1944) was the first body to recognise the need for preschool education. The report of the Committee emphasised its significance and recommended that an adequate provision of pre-primary education should be an essential adjunct of a National System of Education. The development of preschool education, during the pre-independence period, was rather slow in the country as a whole, but due to the influence of a number of workers inspired by the work of Madam Montessori, pioneering work in the field was undertaken in the state of Gujarat.

Language: English

DOI: 10.1007/BF03176567

ISSN: 0020-7187, 1878-4658

Abstract/Notes: This study was conducted to identify the social development in early childhood years. It was delimited to eight private schools of Lahore City from the area of Faisal Town and Shadman. Forty students (male and female) were randomly selected as the sample. Five students from Nursery, Prep and grade one were selected from each school. A checklist was developed by reviewing the related literature which covered attributes of social developments under the sections of individual, social skills, peer relationships and communication skills. It was revealed that individual, social skills, peer relationships and communication skills were developed in the children but a positive mood was lacking in them at this stage.

Language: English

DOI: 10.19030/tlc.v7i6.129

ISSN: 1544-0389, 2157-894X

Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.

Language: English

ISSN: 0827-3383, 1917-7844

Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.

Language: English

DOI: 10.46328/ijres.1272

ISSN: 2148-9955

Abstract/Notes: This study was conducted in Kenya and focused on the use of instructional materials at the Early Childhood level. Purpose of the study was to establish the implications of instructional materials on oral skills among early childhood learners. The study adopted descriptive survey design. The target population comprised 42 head teachers, 126 teachers and 3180 leaners. It was found that that teaching using instructional materials improved the performance of learners in various learning activities such as repetition of letters, repetition of words and ability to write dictated words. The improved performance was in a range of 11% to 18%.

Language: English

DOI: 10.15739/IJEPRR.16.004

ISSN: 2360-7076

Abstract/Notes: "...Primary education starts at the age ofsix in Nepal. Parents were not aware of the need of institutional education for their preschool children before the establishment of a Montessori School by the government for the first time in 1949. This school was based on the philosophy of the early childhood educationalist Madam Montessori. Since then the idea of early childhood education started to grow in the context ofNepal. With the establishment of a College of Education (Now Faculty of Education) in 1956, the Montessori School was merged into its Laboratory School. Thus, this Montessori School lost its separate identity and started to work as a downward extension of the Laboratory School of the college. Since then, this model as a downward extension of primary school was followed by the private and boarding schools..."

Language: English

DOI: 10.1007/BF03174504

ISSN: 0020-7187, 1878-4658

Abstract/Notes: The study described below compares the goals, beliefs, practices and training of early childhood educators from three different origins: Montessori, Traditional and the Association of Playgroups (PPA), and reports practice of a research in progress. The information was gathered by means of a questionnaire which was sent to early childhood practitioners and which covers various subjects such as reading, writing, arithmetic, free choice, accessible activities, scoring, role played and commitment of parents. There was consensus on the main goals of early childhood practitioners, but many differences emerged between groups for beliefs, practice and training. The importance of high quality training for early childhood practitioners has been demonstrated. The Traditional group appeared to have the highest level of training and the practice is more often than not to maintain contact with current research more than the other two Montessori and PPA groups.

Language: English

DOI: 10.1007/BF03174924

ISSN: 0020-7187, 1878-4658

Abstract/Notes: This work deals with the professional development of “Preschool Educators” (concerned with the education of children between the ages of 3 and 6 in Ireland and Germany. It describes the training that is given in both countries and gives all kinds of details about the courses that In Germany the majority of 3 or 6-year-olds are educated by "auxiliaries" while in Ireland the majority of children between the ages of 4 and 6 are educated by perfectly qualified primary school teachers with a Bacharell degree. Irish children 3 0 4 years old (technical word I understand) thirty “Preschool Playgroups, Naonraí (Irish language) and Montessori Schools. This article analyzes the training of all the above mentioned personal types and concludes with a“ critical ”discussion on the training systems of the children. preschool teachers from each country. [Cet article explique le développement professionnel des Educateurs de la Petite Enfance (concernés par l’éducation des enfants de 3 à 6 ans en Irlande et en Allemagne. Il décrit la formation donnée dans les 2 pays et donne des détails sur les cours qu’ils entreprennent. En Allemagne, la majorité des 3 à 6 ans sont pris en charge par des ‘Educatrices’ (éducateurs/puèricultrices) tandis qu’en Irlande la majorité des 4 à 6 ans reçoivent un enseignement par des professeurs qualifiés avec un B.Ed. degré. Les 3 à 4 ans irlandais fréquentent les groupes de jeux préscolaires, les groupes de jeux parlant l’Irlandais—les Naonraí—et les écoles Montessori. Cet article considére la formation de tous les types de personnels cités plus haut et il se conclut par une discussion critique sur le système de formation préscolaire dans chaque pays. / Este trabajo trata el desarrollo profesional de los “Educadores de Preescolar” (preocupados con la educación de niños entre los 3 y 6 años en Irlanda y Alemania. Describe el entrenamiento que se da en ambos países y da todo tipo de detalles sobre los cursos que frecuentan. El alemania la mayoria de niños de 3 0 6 años que son educados por “auxiliares” mientras que en Irlande la mayoria de niños entre los 4 y 6 años son educados por profesores de primaria perfectamente cualificados con un grado Bacharell. Los niños Irlandeses de 3 0 4 años (palabra tecnica ne entiendo) trecuentan “Preschool Playgroups, Naonraí (lingua Irlandesa) y Escolas Montessori. Este articulo analiza el entrenamiento detodos tipos personal encima indicados y concluye con una discusión “critica” sobre los sistemas de entrenamiento de los profesores de preescolar de cada país.]

Language: English

DOI: 10.1007/BF03178101

ISSN: 0020-7187, 1878-4658

Abstract/Notes: Early childhood education in North America is currently in a state of flux. While Piagetian approaches to early childhood education curricula seem to predominate in North America today, some of the influences of the other paradigms discussed below are still in evidence. The idea of nurturing children as well as educating them has endured, even with the new cognitive focus. The concept of curricula appropriate to a child’s developmental level, first introduced by Froebel, has remained an important idea. The Montessori method has enjoyed a renaissance in North America, and specially designed curricula for the disabled has been re-established as the norm, after Itard’s and Seguin’s pioneering examples. Yet, new issues in early childhood education have arisen in North America. There is a great debate on the effects of day care, the changing family, the possibility of “hurried children”, and the role of state support in a “universal” child care system. The recent Report of the task force on child care in Canada reviewed many of these issues, and used data on child care arrangements in a number of European countries compared to canada and the United States in much of its discussion. It is not surprising, given the history of models of child care which have come from Europe to North America, that North Americans are once again looking across the Atlantic for fresh ideas.

Language: English

DOI: 10.1007/BF03176578

ISSN: 0020-7187, 1878-4658