The purpose of this chapter is to highlight importance of training Early Childhood Development (ECD) practitioners to ensure safety of learners in ECD centres, known as ECE in other countries. Several government departments have established policies to ensure effective implementation of health and safety practices in ECD centres. The problem with ECD policy implementation seems to be minimal training and support of practitioners and caregivers focusing on health and safety issues in ECD centres. Policy cannot always mandate what matters to outcomes at ECD centres because individual practices ought to be central to local responses. ECD policies in South Africa provide guidelines that direct the day-to-day practices of ECD practitioners. However, health and safety of young children appears to be in the hands of untrained practitioners and caregivers. Furthermore, ECD policy implementation reveals an uncertain relationship between policies and program implementation.
Early childhood education is vital for children's foundational development as it lays the foundation for cognitive, social, and emotional development. The main research questions focused on how teachers incorporate inclusive digital pedagogy into their teaching practices and challenges encountered in implementing inclusive digital pedagogy. This was an empirical study based on explanatory mixed methods sequential approach using closed questionnaires, in-depth interviews and lesson observations. Most of the ECD teachers interviewed showed preference towards traditional, physical activities and interactions. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among teachers The study advocates for teachers' mastery of a variety of inclusive digital pedagogical skills. It also advocates for teachers to be familiar with current research on learner diversity and addressing their language development in the classroom. It is important to adopt universal design principles in implementing inclusive digital pedagogy.
ABSTRACT. This research is motivated by the rapid growth of Early Childhood Education (PAUD) in Bengkalis Regency, which has not yet been developed into quality PAUD. Therefore, the government has established quality indicators for PAUD, namely the Holistic Integrative Early Childhood Development Program (PAUD HI). In this case, the Holistic Integrative Early Childhood Development Program (PAUD HI) is a program initiated by the government through the Ministry of Education under the Directorate General of Early Childhood Education. This program is implemented to assess the quality of PAUD in Bengkalis Regency, specifically focusing on TK Negeri Pembina in Bengkalis Regency.This study employs a qualitative descriptive approach with data collection techniques such as observation, interviews, and documentation. The results of this research indicate that TK Negeri Pembina has developed the completeness of PAUD HI in Bengkalis Regency. The factors influencing the development of the PAUD HI Program at TK Negeri Pembina in Bengkalis Regency into a quality PAUD are categorized into two: internal and external factors.Internal factors affecting the development of PAUD HI include misconceptions about PAUD HI in many TK Negeri Pembina schools in Bengkalis Regency, especially among educators who have not provided the essential needs of children comprehensively. The competencies of educators are not fully integrated with PAUD HI, and parents' awareness of the impact of violence on children is still low. External factors include TK Negeri Pembina not having standardized essential needs fulfilled by the Bengkalis Regency Government to become a quality PAUD.KeyWord. Holistic Integratif Development
The early childhood learning should cover many aspects of development, ranging from religious and moral values, social, emotional, cognitive, physical motor, linguistic and artistic. Song and Movement are still identified with motion. Early childhood learning is synonymous with singing, clapping and playing while active. Motion and song activities are very tightly attached and can not be separated, especially in providing learning to young children. Motion and song learning is an activity in playing while learning and learning through playing, so activities performed through motion/movement and song are expected to please the child as well as touch the development of language, sensitivity to the rhythm of music, motor development, confidence, and the courage to take risks. Through motion or movement and song, children learn to develop their linguistic ability, it is through listening song dan music rhythm, children develop their receptive ability in language. And children’ expressive ability in language is developed while children sing the song. Therefore, it is necessary for an activity that can train early childhood educators in giving stimulation to children through motion and song.
This research aims to obtain empirical data on the effect of reading method and thinking skills toward intelligence language of early childhood. Thus the researchers wanted to investigate the causal relationship between the reading method and thinking skills with the intelligence language of children by giving treatment to the experimental group and compared it with the control group. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods (A) are classified into the Big Book Methods (A1) and Syllables Method (A2). Whereas moderator variables that is thinking skills (B), are classified based on high and low level into high-level thinking skills (B1) and low-level thinking skills (B2). ANOVA calculation results showed that language skills of children who followed reading activities by using the Big Book method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children.
This research aims 1) to draw lessons learned from implementing under the National Standard for Early Childhood Development (NSECD) passing the standard criteria 2) to develop the NSECD implementing model and 3) to suggest Early Childhood Development (ECD) using qualitative research with teachers and administrators of 9 ECD Centers passing criteria covered 6 working units. The content analysis of data collection administered from June to November 2021 were documentary analysis, group discussion, interview and institutional observation forms. The findings were:1) ECD Centers administrated the NSECD with 6 components of ECD:1.1) holistic approach of Early Childhood(EC) management, service and development.1.2) developing and strengthening EC with family 1.3)systematic and mechanic early childhood learning through playing development 1.4) ECD systematic management and procedural practice associated with the NSECD 1.5) work practice revision and reflection with research procedure raising EC quality and disseminate knowledge and 1.6) management focusing on making EC become global good citizen 2) the NSECD implementing model consists of principles, purposes, components, implementation, successful conditions of the NSECD implementing and four-level-suggestions: 2.1) the authoritative working unit level should place ECD as national agenda 2.2) the policy director level should collaborate with concerned working unit to enhance ECD associated with the NSECD
This study conducted a survey of 230 teachers in Busan to find out the perceptions and demands of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, and the results of the analysis with the SPSS 23.0 program are as follows. First, as a result of examining the perceptions of early childhood teachers about sustainable development education and early childhood personality education programs, the awareness and necessity of sustainable development education were high, and teaching and learning methods were high in terms of experience and difficulty in implementation. Next, the number of implementations of early childhood personality education programs was the highest every day (often), and the lack of data was high in difficulty. Second, as a result of examining the needs of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, it was found that the appropriate time was 20-30 minutes and the appropriate age was 5 years old, and the necessity of program development was very necessary.
Mounting longitudinal evidence demonstrates that young children's numeracy knowledge before kindergarten determines their mathematics achievement path in primary grades and high school graduation. Mathematics education and children's play do not have to be binary and compete for time in early learning and childcare learning environments. Indeed, researchers demonstrate that play and planned mathematical activities enrich one another and ultimately contribute to children's learning outcomes. Guided play, in which educators combine planned learning experiences with the child-directed nature of play, focuses on learning outcomes through adult scaffolding. This chapter synthesizes research on how play experiences can be an organic but powerful process for scaffolding and elevating young children's mathematical understanding in light of current evidence from early numeracy research. In the conclusion of this chapter, evidence-based recommendations are introduced for facilitating children's developing numerical competencies and activating existing knowledge through guided play.
Efforts to reduce inequality and promote better learning outcomes will only be effective when they include a focus on early childhood development. Investments made early in childhood, a period when inequality gaps emerge, have the potential to provide a higher return on investment than at any other time during an individual's life. The basic skills acquired during the first five years of life are the foundation for important future skills. Whether or not a child attends formal childcare prior to schooling, the family is still the primary influence in a young person's life; a home environment lacking enrichment will lead to skills gaps that persist throughout a lifetime. This chapter makes the case that by starting early and providing support to parents and primary caregivers, there is the potential to promote social mobility and positive outcomes for children, their families, and ultimately, future generations in the aggregate.
This chapter examines the ways in which digital tools like virtual reality (VR) and gamification are changing how young children learn languages. In early childhood education, especially in language development, it highlights the growing significance of digital pedagogy. While virtual reality (VR) creates immersive learning environments that make language acquisition more contextual and dynamic gamification which turns lessons into enjoyable interactive games motivates kids and encourages deeper engagement. As it highlights the cognitive social and emotional advantages of digital play the chapter addresses the theoretical underpinnings of the use of these technologies. It also offers case studies and real-world illustrations of how gamification and virtual reality have been effectively incorporated into early childhood education settings. There is discussion of issues like teacher preparation and accessibility along with solutions to common problems.
