Language: English

Abstract/Notes: This paper comprises reviews of multigrade teaching in three countries: Peru, Sri Lanka and Vietnam. For each country, we describe the context for multigrade teaching, the country's education system, the place of multigrade teaching within the system, problems associated with multigrade teaching and current strategies for multigrade teaching. We conclude by noting some common experiences for multigrade schools across the countries, including those of isolation and dispersion, lack of physical facilities, poor teacher backgrounds and conditions, limited classroom teaching and learning strategies and pupils' deprived backgrounds. Also common across the three countries is a national commitment to improving the situation for multigrade classrooms.

Language: English

DOI: 10.1016/S0738-0593(01)00013-X

ISSN: 0738-0593

Abstract/Notes: Anaokulları okul öncesi çocukların bilgi ve becerilerini destekleyen eğitim kurumlarıdır. Farklı eğitim sistemlerini benimsemiş olan anaokullarında aktivitelere göre alanlar oluşturulmaktadır. Algının ve çevrenin öneminin büyük olduğu bu dönemde çocukların hayal güçlerine ilham verecek mekanlar tasarlanmalıdır. Çocukların sözlü beceriden önce öğrenilen görsel dil ile yaratıcılıkları desteklenmektedir. Bunun yanında mekanda bulunan güvenli ve ulaşılabilir mobilyalar da çocukların özgürce hareket etmelerini ve sorumluluk bilinci kazanmalarını sağlamaktadır. Anadilin yanında farklı bir dilin de okul öncesi dönemde öğrenilmesi için mekanda kullanılan görseller ve bunları destekleyici yabancı dilde kelimeler ile görsel hafıza da yer etmesi sağlanabilmektedir. Bu sayede öğrenilen yabancı dildeki kelimeler ile hafızadaki ilişki kuvvetlenerek hatırlanması kolaylaşmaktadır. Bu makalenin amacı Montessori anaokullarında kullanılan mekan ihtiyaçlarını ve günümüz okullarında oluşturulan modern tasarımları araştırmaktadır. Sonuç olarak mekanda kullanılan eğrisel formlar ve donatı elemanlarının boyutlarının çocuklara göre tasarlanması ile çocuğun özgürce hareket edebileceği mekanlar eldeilmektedir. Bu mekanlar bir bütünlük içerisinde estetik bir uyum ile tasarlanmalıdır. Bir düzen içerisinde organize edilmiş az ve yeterli sayıda renk ve obje ile daha huzurlu bir mekan oluşturulmaktadır. Tasarımda ana unsuru yetişkinler ve çocuklar arasındaki olumlu ilişkiler oluşturmaktadır. Mekan tasarımı da bu ilişkiyi desteklemektedir. Doğal aydınlatma, uygun boyutta askılıklar, depolama alanlarının yeterli ve güvenli olması, dolaşım alanlarının yeterli olması da gerekmektedir. / Kindergartens are educational institutions that support the knowledge and skills of preschool children. In kindergartens in different education systems, areas are created according to the types of activities. In this period when perception and the environment are of great importance, spaces that will inspire children's imaginations should be designed. Children's creativity is supported by the visual language learned before verbal skills. In addition, safe furniture in the space allows children to move freely and gain a sense of responsibility. In addition to the mother tongue, it is possible to learn foreign languages in the pre-school period. Therefore, it can be ensured that the language is embedded in the memory with the visuals used in the space and the words in the foreign language supporting them. In this way, the relationship in the memory with the words in the learned foreign language is strengthened and the recall of the word becomes easier. This article aims to explore the space needs found in Montessori kindergartens and the modern designs created in today's schools. As a result, designing the dimensions of the furniture used in the space according to children ensures that children can move freely, implement their own decisions and receive an education without encountering obstacles. The kindergarten interior should be designed with an aesthetic harmony within a unity. Overmuch colors and toys cause a distraction for children. A more peaceful space is created with a sufficient number of colors and objects organized in order.

Language: Turkish

DOI: 10.29228/JASSS.52208

ISSN: 2148-4163

Abstract/Notes: This paper highlights the differences and similarities between a Kindergarten outside Bremen in Lower Saxony, Germany and a Primary School Junior Infant Class in County Cork, Republic of Ireland. Both are concerned with the education of the young child but whereas the Kindergarten is attended by three to six year olds, the Junior Infant Class caters almost exclusively for four to five year old children. A case study account of both groups is given and an analysis of the activities which took place in each using the ‘Target Child Observational Schedule’ [Sylva et al., (1980)] is presented in bar‐graph form. The paper concludes that Erzieherinnen, Kinderpflegerinnen and Junior Infant Class teachers need to engage in more interaction with the children in order, in particular, to raise the frequency and quality of linguistic interaction. An increase in the structure of the children's play would help to enhance cognitive development. [Cet article souligne les differences et les similitudes entre un Jardin d'Enfants en Basse Saxonie, près de Brème (Allemagne) et une classe maternelle dans le comtè de Cork (République d'Irlande). Les deux établissements sont charges de l'éducation de jeunes enfants, mais tandis que les élèves du Jardin d'Enfants sont ages d'entre trois et six ans, la classe de maternelle ne s ‘occupe pratiquement exclusivement que d'enfants de quatre a six ans. On donnera un compte‐rendu de l'étude de cas faite sur les deux groupes, ainsi qu'une presentation sous forme de graphique en barres de l'analyse des activites proposées de part et d'autre, basée sur le Programme d'observation cible de l'enfant du Professeur Kathy Sylva (1980). En conclusion, nous avancerons que les Erzieherinnen, les Kinderpflegerin et les enseignants de la classe maternelle doiventfaire preuve de davantage d'interaction avec les enfants afin, en particulier, d'élever le niveau auquel de tels enfants parlent. Une structuration accrue des activites ludiques des enfants aurait également pour résultat un développement cognitif plus rapide. / Este ensayo trata de las diferencias y semejanzas entre un prescolar en la baja Sajonia, en las afueras de Bremen, Alemania, y una Clase Junior Infantil en la Escuela Primaria del Condado de Cork, en la República de Irlanda. Los dos sistemas se ocupan de la education de niños en la primera infancia pero, mientras que el prescolar se ocupa de niños entre las edades de tres y seis años, la Clase Junior Infantil se dedica casi exclusivamente a los niños de cuatro a cinco anos de edad. Este papel describe un caso particular de cada uno de estos dos grupos asi como de las actividades que tuvieron lugar en cada uno de ellos, utilizando Target Child Observational Schedule (1980) de Kathy Sylva, y que se presentan a manera de gráfica de barras. Es estudio llega a la conclusion de que los educadores de Erzieherinnen, Kinderpflegerin y de las Clases Infantiles Junior necesitan aumentar la interactión con el niho para elevar, especialmente, el nivel en el que estos nihos hablan. Un incremento en la estuctura del juego de los nihos también resultaria en la mejora del desarrollo cognitivo.]

Language: English

DOI: 10.1080/0966976950030303

ISSN: 0966-9760

Abstract/Notes: This paper presents perspectives from early childhood practitioners of pre-school children’s (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with pre-school practitioners completing the Strengths and Difficulties Questionnaire and an Emotional Regulation Questionnaire to rate the children’s social and emotional competencies. Our findings indicate that many of the social and emotional competencies increase by the end of term three of the pre-school year. We report higher proficiencies in emotional competencies in comparison to their social competencies. Overall the findings suggest that children can transform their competencies during the pre-school year.

Language: English

DOI: 10.1080/09669760.2020.1865134

ISSN: 0966-9760

Abstract/Notes: Extant research studies have found that autonomy support has a positive impact on the perceived competence and intrinsic motivation of students. However, few studies have investigated how autonomy supportive classrooms can be implemented. Montessori education is established upon the philosophy of helping each child attain self-mastery and independence. It emphasizes that students be given autonomy to engage freely with their learning environment. This case study of an upper-elementary Montessori classroom found that the Montessori philosophy of education guided how teachers used autonomy supportive strategies. Teachers supported student organizational autonomy by allowing them choice in terms of school work and work partners. They fostered cognitive autonomy by encouraging student independent thinking, encouraging self-initiation, and honoring students’ voice. When implementing control, they acknowledged and respected student feelings, provided rationales for expected behavior, and suppressed criticism. Students surveyed rated themselves highly in terms of intrinsic motivation for schoolwork. Five guidelines are derived from this study to help teachers implement autonomy support in K-12 classrooms.

Language: English

DOI: 10.5296/ije.v2i2.511

ISSN: 1948-5476

Abstract/Notes: Despite great changes in the level and type of early childhood services in Ireland over the last decade, relatively little research has been carried out on this topic. We know little about the types of services used, the reason for particular choices, the numbers of children attending different settings and the experiences such children are having. In an effort to broaden the research base and learn more about the lives of our young children the authors undertook to take part in an international comparative study investigating the early experiences of children—the IEA Preprimary Project. This article provides an account of the recent developments in early education in Ireland, addresses the question of quality in service provision and describes Ireland's participation in the research project. [En dépit des grands changements qui ont eu lieu depuis une dizaine d'années le niveau et type d'assistance offerte a la petite enfance, tres peu de recherche a été faite dans ce domaine. Nous savons très peu de choses sur les types de services utilisés, les raisons pour les choix qui sont faits, le nombre d'enfants répartis par groupes de niveaux ainsi que les experiences vécues par ces enfants. Dans le but d'élargir la base de la recherche et aussi d'étudier la vie de nos jeunes enfants, les auteurs se sont engages a participer a une etude comparative Internationale qui examine les premieres experiences de jeunes enfants dans le cadre du ‘IEA Preprimary Project’. Cet article expose les récents développements dans l'enseignement des jeunes enfants en Irlande. Il addresse aussi la question de la qualité des services fournis et décrit la participation de l'Irlande dans ce projet de recherche. / A pesar de grandes cambios en la calidad y tipo de servicios de primera infancia acontecidos en Irlanda en la ultima década, relativamente escasa investigation ha sido desarrollada en este tema. Sabemos poco de los tipos de servicios empleados, el motivo de determinadas elecciones, el número de ninos que acudieron a los diferentes entornos y las experiencias que tales ninos han tenido. En un esfuerzo por ampliar la base investigadora y aprender más sobre las vidas de nuestros pequeños, los autores decidieron indagar en las primeras experiencias de los niños, tomando parte en un estudio comparativo international — IEA Preprimary Project. Este artículo ofrece un informe sobre los útimos progresos en la cuestión de primera education en Irlanda se pronuncia on el tema de la calidad en las prestaciones de cara al futuro y describe la participación de Irlanda en el proyecto de investigación.]

Language: English

DOI: 10.1080/0966976970050105

ISSN: 0966-9760

Abstract/Notes: Since comprehensive evaluation of academic skills cannot be extensively conducted in early childhood, specific learning disabilities cannot be diagnosed in preschool-aged children. To evaluate academic skills, children must be school-aged and interventions cannot begin in the preschool period. However, specific learning disabilities in children may also be noticed during preschool. Preschool teachers need to determine which kids are at risk of having specific learning disabilities so that they can be detected early and an intervention provided. Preschool teachers need to be aware of the early signs of specific learning disabilities to distinguish between typically developing children and those at risk of having specific learning disabilities. In this review, studies describing the preschool characteristics of students at risk of having specific learning disabilities are examined, and the early signs of specific learning disabilities and early intervention processes are described based on the literature. Research suggests that the signs of specific learning disabilities can be seen in early childhood. The need for preschool teachers and families to be sensitive to the characteristics of children at risk of specific learning disabilities in the context of early intervention is discussed.

Language: English

DOI: 10.20489/intjecse.722383

ISSN: 1943-023X

Abstract/Notes: A brief history of the development of Early Childhood Care and Education in pre and post Independent India has been given first. The current situation of ECCE, teacher training and research has been described and the Research — Policy — Program interface has been delineated. Among the myriad issues confronting ECCE in the country a few have been selected for discussion. [Un bref historique du développement de l'accueil et de 1'éducation de la petite enfance de la période pré — et post Indepnédance est donné pour débuter. La situation actuelle ,1a formation des enseignants et la recherche ont été décrites et la Recherche — Politique — Programme envisagé ont été délimités. Parmi les myriades de sujets auxquels l'Accueil et l'Education de la Petite Enfance ont été confrontées quelques‐uns ont été sélectionnés pour la discussion. / Primero ha sido descrita una breve historia acerca del desarrollo del Cuidado Temprano de la Niñez y Educacion en la India pre y post independiente. Se ha descrito la situación presente de ECCE, el entrenamiento del profesorado e investigatión y la Investigación — la Política — el Programa común ha sido delineado. Dentro de los muchos miríados temas que confronta la ECCE en el país unos pocos han sido seleccionados para discusión.]

Language: English

DOI: 10.1080/0966976940020103

ISSN: 0966-9760

Abstract/Notes: Preschool educators may observe that this unique historical period is an opportunity to integrate peace education into the educational program. The communication that has developed thanks to new technology has offered the opportunity for transformation. Teaching, nonviolence, conflict resolution, well-being, economic, political participation and interest in the environment can be considered as concepts of education for peace. This visionary idea includes global education, prevention of violence, character education and moral education. The educational program and methods of education for peace of preschool children (from birth to 8 years old) include different themes: 1) promote cooperation and resolve conflicts 2) respect for self and authority; 3) appreciation of diversity 4) the role of permeating cultural violence including television, video games, films and dramatic games stimulated by toys and representations of violent actions. These central themes contain the hope that the principles contained in the United Nations Convention on the Rights of the Child will be applied. Parents' participation seen as essential agents in decision-making concerning their children is a fundamental concept. The study of this event produced a visionary model, identified as education for peace, with the participation of parents. OMEP members act as catalysts for peace education efforts with an emphasis on intercultural education. Peace education was, is and will be a goal of pre-school and primary education for all educators around the world. There is a great need for activities in preschool, primary and other educational programs to reduce tensions peacefully.

Language: English

DOI: 10.1007/BF03174500

ISSN: 0020-7187, 1878-4658