Early Education

en algunas zonas rurales dispersas del país. De este modo, se conforman grupos de niñas y niños con edades entre los 4.3 años a los 6.6 años, quienes comparten el mismo espacio de trabajo y desarrollan las actividades en conjunto. Esta estrategia es relativamente nueva, por lo que surge la necesidad de analizar las implicaciones que su aplicación tiene para la realidad educativa nacional en lo que respecta a los actores del proceso educativo implicados en esta estrategia. Para esto, se aplicó un cuestionario tomando en cuenta variables como las características académicas y personales de las docentes, cantidad y edades de las niñas y los niños por grupo, funcionalidad del programa de estudio recomendado por el MEP, labor que realiza el personal con la familia y la comunidad, necesidades del personal en cuanto a formación continua y principales beneficios y limitaciones del trabajo con agrupaciones heterogéneas. Finalmente se elaboraron conclusiones en respuesta a dichas variables y recomendaciones dirigidas al Ministerio de Educación Pública, a las universidades y a las docentes que atienden estos grupos. En general se concluye que,

The adjustment and competence patterns of boys with conduct disorders were investigated using a developmental approach to psychopathology. The sample consisted of 438 boys divided into two matched subgroups: boys with and without conduct disorders. In each subgroup, three age groups were defined. The Conners Abbreviated Symptom Questionnaire and the Aggressive Behavior Scale assessed the self management level of each child. The Classroom Behavior Inventory was used to assess the levels of competence, and Teacher Adjustment Ratings provided global ratings for the children's classroom situation. The results demonstrated that boys with conduct disorders are distinctive from their control peers on several aspects of social adjustment and academic competence, even at the first stages of their academic experience. The significant maturational change that occurred in the older age groups, of boys without conduct disorders, was not evident in the conduct disordered group, suggesting a developmental arrest in the abilities for controlling and inhibiting behavior. The academic distinction was evident through adolescence, although different developmental processes were demonstrated in the social aspects. The implications for theoretical understanding of the developmental aspects of the syndrome, family perspectives, and psychological interventions in the school are discussed. (Author/CL)]

This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments ( n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children’s alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children’s print knowledge and the strategies that may help transfer intervention effe...

Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that reported vocabulary as an outcome measure were located. After extracting relevant data from 16 eligible studies, a meta-analysis was conducted to attain an overall mean effect size reflecting the success of dialogic reading in increasing children's vocabulary compared to typical shared reading. When focusing on measures of expressive vocabulary in particular (k = 9, n = 322), Cohen's d was .59 (SE = .08; 95% CI = 0.44, 0.75; p < .001), which is a moderate effect size. However, the effect size reduced substantially when children were older (4 to 5 years old) or when they were at risk for language and literacy impairments. Dialogic reading can change the home literacy activities of families with 2-to 3-year-old children but not those of families with children at greatest risk for school failure.

This study assesses the effectiveness of a structured public speaking guidance plan in enhancing Grade 11 HUMSS students' communication skills at Ronda National High School, Cebu. The research aimed to: (1) evaluate students' entry and exit proficiency in content organization, delivery techniques, audience engagement, and confidence and anxiety management; (2) determine significant differences between pre-and post-intervention performance; and (3) develop evidence-based teaching materials. Employing a mixed-methods sequential explanatory design, the study analyzed 45 students through pre-test/post-test assessments using validated rubrics and semi-structured interviews. Quantitative data were evaluated via paired t-tests and effect size calculations, while qualitative insights were thematically analyzed. Grounded in Bandura's Social Cognitive Theory, the 5-day intervention integrated peer feedback, anxiety-reduction exercises, and audience-centered strategies. Results demonstrated statistically significant improvements (p<0.001) across all competencies, with content organization showing the largest effect size (Cohen's d = 3.03), advancing students from "proficient" to "excellent." Delivery techniques and audience engagement exhibited substantial gains in vocal expression (mean difference = 0.793) and audience adaptation (mean difference = 0.845). Qualitative findings revealed reduced anxiety through structured practice and increased self-efficacy via observational learning. The study recommends: (1) institutionalizing peer-assessment frameworks and anxietymanagement modules in public speaking curricula; (2) developing AI-powered tools for self-assessment of nonverbal cues; (3) integrating community-based projects for real-world application; and (4) training teachers in differentiated coaching strategies. Aligned with RA 10533's mandate for holistic education, these strategies emphasize technical proficiency and emotional resilience.

The burning of fossil fuels and decayed organic matter emits carbon that could contribute to extreme heat and unpredictable weather conditions which people might not be aware of. This study aimed to determine the level of awareness and practices about carbon emissions among teachers and learners. Recognizing the vital role of school teachers and students in promoting positive attitudes and sustainable behaviors toward achieving a "Go Green" classroom, this study determines the extent to which carbon emission awareness transforms into practical actions within the school setting. A quantitative descriptive design was utilized and data collection gathered through survey questionnaires. Random sampling was employed to determine the sample size using the Cochran formula, and the Mann-Whitney U Test for data analysis to examine the differences between awareness and practices of teachers and students regarding carbon emissions. Findings revealed that participants, both students and teachers, showed a high level of awareness about carbon emissions. The results also showed a statistically significant positive correlation of teachers' and students' high levels of awareness and the sustainable strategies they follow to reduce carbon emissions. In contrast, students demonstrated an average level of practices, and participation in carbon neutrality and carbon footprint reduction initiatives was merely mediocre. It was also found out that there is a significant difference in the level of awareness and practices between teachers and students. The teachers have a higher level of awareness than the students about carbon emissions. The study highlights how critical it is to strengthen the school-based environmental initiatives that actively support environmental preservation. It is recommended to conduct symposiums on the relevance of carbon footprint to increase the level of awareness of teachers, students, and stakeholders. The teachers may collaborate with local organizations and communities to address carbon emissions and promote regular assessments in tracking personal carbon footprint to identify key areas for improvement towards a sustainable "Go Green" classroom.

This study aimed to determine the Cultural Diversity Awareness and their Level of Interest in Learning Social Studies among the college students of Philippine College Foundation (PCF), Valencia City Bukidnon, for the School Year 2024-2025. Based on the data gathered, the significant findings of the study are the following: There was a very large extent of awareness and a very high level of interest in learning social studies in terms of racial consciousness and peer relationships, cultural identity and classroom dynamics, the role of educators in promoting cultural awareness; the impact of cultural diversity on learning styles; and cultural diversity as a catalyst for critical thinking and problemsolving among the Philippine College Foundation (PCF) students, Valencia City, Bukidnon during the School Year 2024-2025. Based on the findings, the following recommendations are offered: The school top management may sustain a very large extent of awareness in learning social studies among their college students in Office and Business Administration in terms of racial consciousness and peer relationships, cultural identity and classroom dynamics, the role of educators in promoting cultural awareness; the impact of cultural diversity on learning styles; and cultural diversity as a catalyst for critical thinking and problem-solving. The PCF college students were very much aware in learning social studies Hence; there are so many of them who really passed their social studies subject. It can be concluded that they are doing their studies well especially social studies subject. The PCF college students were very having higher interest in learning social studies Hence, their college courses in PCF were one of the chosen schools in the city of Valencia by the college students due to their effective teaching by the mentor's especially social studies subject. These students that manifested higher intertest in learning social studies have the potentials to excel in their classes to best in the history.

This study aimed to explore the perceptions of teachers and the challenges they face in implementing the Matatag Curriculum within the Malaybalay City District I and District II, in the Division of Malaybalay City during the 2024-2025 academic year. Using a descriptive correlational research design, the study employed a quantitative approach involving purposive sampling of 150 teachers from 10 elementary schools, including those providing special education services. Data were collected using a validated questionnaire aligned with Fullan's and Guskey's frameworks, assessing key areas such as perceived relevance, support and resources, professional development, and curriculum challenges. The findings revealed that teachers' perceptions of the Matatag Curriculum were overwhelmingly positive, particularly regarding its relevance and alignment with educational goals. Teachers also rated their professional development and available resources highly, emphasizing the importance of training programs for effective curriculum delivery. However, teachers faced significant challenges, including addressing diverse student needs, adjusting teaching materials, and managing increased workload and stress. Despite these challenges, a significant relationship was found between the availability of support, professional development, and successful implementation of the curriculum. The study concludes that while teachers have a positive outlook on the Matatag Curriculum, the operational barriers to its full implementation remain substantial. This suggests that addressing challenges related to resources, workload, and continuous professional development is essential to ensuring the effective realization of the curriculum's objectives.

This study was conducted to find the reading level of the learners before and after the COVID-19 pandemic in the District of Quezon II, Division of Bukidnon. Specifically, it tried to describe the demographic profile of the learners in terms of sex, reading resources at home, and ethnic group. It determined the reading level of the learners before the COVID-19 Pandemic. It also determined the reading level of the learners after the COVID-19 Pandemic. It looked into the significant difference in the reading level of the learners before and after the COVID-19 Pandemic. It also looked for the significant difference in the reading level of the learners when they were grouped according to their demographic profile in terms of sex, reading resources at home, and ethnic group. It applied the descriptivecorrelational research design. It was conducted in all the public elementary schools in the District of Quezon II, Division of Bukidnon, SY 2023-2024. The respondents were all Grade IV learners in the District of Quezon II, Division of Bukidnon, for the School Year 2023-2024. The instrument used in this study was a researcher-made questionnaire. The data were analyzed using descriptive statistics such as frequency count, percentage, and t-test of significant difference. The result revealed that the majority of the learners were females. Most respondents have other sources, such as Comics and the Bible, as their reading resources at home. The most significant proportion of learners were identified as Cebuano. Before the onset of the COVID-19 pandemic, most learners were categorized as experiencing frustration levels in their reading ability. After the COVID-19 pandemic, the reading levels reveal the frustration reading level. or frustrations among learners. Independent-level readers indicated a modest improvement in self-sufficiency in reading comprehension. The instructional readers also slightly increased. The difference in reading levels before and after the pandemic is not statistically significant. Despite the occurrence of COVID-19, there are signs of advancement in learners' reading skills. Based on the findings and conclusions, parents and teachers may jointly provide reading materials to the children, and monitor and if possible, coach them in their reading.

Following data analyses, several interesting findings were discovered. For example, the first hypothesis was partially supported while there was no evidence to support the second. However, the most interesting finding was the role of temperament. Multiple Regression analyses were conducted to examine if social behavior could be predicted from emotion regulation and temperament variables. While there were significant results for some of the temperament variables in this prediction, no statistically significant results were noted for the emotion regulation variables. Analyses revealed temperament variables account for 41% of the variance in Peer Relations, 40% of the variance in Self-Management, and 49% of the variance in Academic Behavior. Temperament variables were therefore found to be a significantly better predictor of social relationships as compared to emotion regulation abilities. Significant correlations included Negativity showed a significant positive correlation with Emotionality as well as a significant negative relationship with Attention, Soothability, and Emotion Regulation. Emotion Regulation was positively correlated with Attention and Soothability. In addition, Attention showed a significant positive correlation with Peer Relations, Self-Management, and Academic Behavior. Finally, Shyness showed a significant negative correlation with Peer Relations. A discussion regarding speculation behind the current findings, and implications of the current research is provided.

An empirical investigation was conducted of young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study live in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings revealed that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provided positive results about the young children's inclusive views regarding peer interactions. The Middle East is a region that has been plagued with political conflict for some time; conflict that has often spilled over into daily violence among the civilian populations living in the area. Yet, even with the recent surge in violence across the area, little research has

Dok radite s djecom, roditeljima i obiteljima, nerijetko se možete naći u situaciji koja vas na osobnoj razini može dirnuti ili iznenaditi. U takvim situacijama, kao i uvijek kad se dogodi nešto nepredviđeno, često pokušavamo brzo reagirati i odmah naći rješenje problema. Pri tome najčešće, jer za drugo nemamo vremena, na problemske situacije reagiramo po već ustaljenim obrascima ponašanja. Međutim, rad u ranom i predškolskom odgoju i obrazovanju nije tehnički posao. Taj je posao iznimno kompleksan pa je nemoguće imati listu aktivnosti koje bi bile odgovor na svaku pojedinu situaciju u kojoj se odgojno-obrazovni djelatnik može naći. Zato rad u području ranog i predškolskog i osnovnoškolskog odgoja i obrazovanja zahtijeva refleksivne praktičare, osobe koje svjesno i kritički sagledavaju vlastite aktivnosti. To su odgajatelji i učitelji koji žele istražiti vlastitu praksu uključivanjem u zajednički proces kritičkog i kreativnog promišljanja sa svojim kolegama, što im omogućuje da rade...

Lehtonen Ainomaija. MULLA ON DIABETES, MUT SE ON IHAN OK! Selviytymisopas nuoruustyypin diabetesta sairastaville lapsille ja heidän läheisilleen. Diakonia-ammattikorkeakoulu, syksy 2018. 34s., 2 liitettä. Hoitotyön koulutusohjelma, hoitotyön suuntautumisvaihtoehto, sairaanhoitaja (AMK). Tyypin 1 diabetekseen eli nuoruustyypin diabetekseen sairastuu maassamme vuosittain yli 600 alle 15-vuotiasta lasta. Luku on maailman korkein. Opinnäytetyössä tutkittiin 7-10-vuotiaita nuoruustyypin diabetesta sairastavien lasten kokemuksia sairaudestaan ja sen kanssa elämisestä. Työ perustuu lasten omiin kokemuksiin ja näkemyksiin. Niiden kautta etsittiin vastauksia kysymyksiin, mitä asioita tulisi huomioida, jotta normaali arki olisi mahdollista diabeteksesta huolimatta. Mitkä asiat ovat vaikeita sairauden hoidossa, mitkä helppoja? Mikä sairaudessa on erityisen ikävää, mikä on siedettävää? Työn päätavoitteena on, että diabetesta sairastavat lapset voisivat antaa käytännön ohjeita muille nuoruustyyp...

Essee käsitleb vea rolli tähenduses. Peale „vea“ määratlemist võrdlen tähendust kaardi ja territooriumi suhtega. Edasi keskendun paradoksidele ning täpsemalt valetaja paradoksile kui asjakohasele vea näitele. Peale mõningate lahenduste käsitlemist vaatlen lõpetuseks nende filosoofilisi implikatsioone.

In the Commonwealth of Pennsylvania, there is significant variation in kindergarten programs and the entry assessment systems used in school districts. There are no reliable data on the kindergarten entry assessment (KEA) systems used in public kindergarten programs across the Commonwealth. It is well-established that comprehensive KEAs should be part of a broader preschool through third grade (P-3) continuum of early childhood education to assess wholechild skills, include families and community partners, be culturally and linguistically responsive, and developmentally appropriate. This study aimed to understand the KEA practices of kindergarten teachers in Pennsylvania. An online survey was distributed to kindergarten teachers and elementary administrators in K5 classrooms in Pennsylvania public schools. The study evaluated the best practice strategies used including the skill domains assessed, the types of assessment instruments used, the purposes of KEA, and the professional development opportunities for teachers to implement the KEA system implemented by school districts. Responses were analyzed using an independent sample t-test to identify differences between groups for ratings of professional development types. There were significant differences between teachers and administrators on professional development teachers received for administering and conducting analyses for KEAs. Further research is needed to identify a larger sample of participants to inform policies and practices for teacher preparation, professional development, and the development of KEA systems in Pennsylvania. The data may also inform best practices for implementation, instructional content and strategies, and early childhood education curricula across the Commonwealth.

Alates 28. oktoobrist kuni 18. detsembrini on Eesti Kaasaegse Kunsti Muuseumis avatud Marco Laimre kureeritud grupinäitus "Crawl Out Through the Fallout." Düstoopiliste videomängude mängimise kogemusele keskendunud näitusel astuvad lisaks kuraatorile üles Camille Laurelli, Keiu Maasik, Martin Buschmann ja Reimo-Võsa Tangsoo. Järgnev ei ole näitusearvustus, vaid katse asetada näitus mängukultuuri ja selle praktikate konteksti.* Rollimängud Videos "Nina" (2022) näitab Laimre oma avatari (mängutegelase) elu rollimängus Fallout 76 (2018). Digitaalsete rollimängude eelkäiateks on lauamängud nagu Dungeons & Dragons (1974), milles mängijad seiklevad enda loodud tegelas(t)ega kõrvaltegelaste ja vaenlastega asustatud maailmas. Fallout 76 on 1997. aastast alguse saanud digitaalsete rollimängude seeria seni viimane mäng. Nende mängude üheks eripäraks on 1940-1960. aastate "aatomi ajastu" disaini ja tuumahirmude segamine filmiseeriast Mad Max tuntud post-apokalüptilise maastikega. Rollimängudel on tavaliselt keskne lugu, mis mängu edenedes lahti rullub. Kohati pakub kõrvaltegelaste poolt pakutud ülesannete täimine võimaluse kogeda väiksemaid ja kesksest loost sõltumatuid lugusid. Kirjandusteoorias nimetatakse *mudellugejaks* hüpoteetilist lugejat, kellel on teksti mõistmiseks vajalikud eelteadmised ja pädevused ning loeb ja tõlgendab teksti üldjoontes autori poolt eeldatud viisil. 1 Analoogselt saame mängude kontekstis rääkida mudelmängijast, kes mängib mängu mängudisaineri poolt eeldatud viisil. Sarnaselt empiirilistele lugejatele ei jää ka empiirilised mängijad alati neisse piiridesse. Mängijad kasutavad mängude poolt pakutavaid semiootilisi ressursse -objektid, maailm, tegelased jne. -isiklike lugude etendamiseks, eirates kohati mängu keskset lugu või peaeesmärke. Üheks näiteks võiks olla vegan run ehk liha söömist võimaldavate mängude läbimine liha söömata. Videos "Nina" kasutab Laimre Fallout 76-e semiootilisi ressursse samamoodi isiklike lugude loomiseks.

Summary: The goal of my research is to highlight the benefits of using picture books as a teaching method for preschool education, to consider the teacher's role in this way of working, and to review the need for development of preschool education, for example, from the perspective of children's literature. My bachelor's thesis is a qualitative study and I used a narrative literature review as a method of implementation, which combines theory and experientiality and, if necessary, criticality. I set three research questions for my research: What is the role of children's literature and the need to utilize it in the preschool group? What is the importance of picture books as a teaching method for preschool education? What role does the teacher play in the picture book-based teaching method? Preschool groups vary in their use of children's literature and make use of library services, but in my research I considered why it is necessary to use picture books even more extensively to support children's learning and development.

La política de estado para el desarrollo integral de la primera infancia en Colombia y la valoración de la educación infantil como primer nivel de la educación básica, en Brasil, se afianzan como avances en la resignificación del concepto de infancia y como textos y contextos para analizar las dinámicas propiciadas desde la educación inicial. El artículo tiene como objetivo comparar las experiencias de educación inicial, teniendo en cuenta que Brasil y Colombia transitan procesos desde los cuales se busca generar desarrollo integral, atención de calidad y preservación de derechos. La metodología es cualitativa y, a través del análisis textual discursivo, se indaga por los saberes de los docentes, que laboran en Centros de Desarrollo Infantil en la ciudad de Canoas en Brasil y Barranquilla en Colombia. Los resultados evidencian la reflexión sobre las fortalezas y debilidades en la formación de profesores.

partnerships for school education" (KA 201). The objective of five research teams from Italy, Ireland, Spain and Poland, is promoting the international exchange of the best practices and experiences in selecting active learning at the level of early childhood education and care (ECEC), as well as stimulating and encouraging teachers to find new, modern and interactive teaching methods, especially in the scope of STEM education. In the first part of the article the authors analysed the EU documents being the basis for the project actions. Also, they emphasized the meaning of improving the quality of teaching young children. In the further part of the article, they presented the methodological assumptions of the project and expected intellectual results. żywność, kuchnia, laboratorium naukowe, wczesna edukacja, Kitchen Lab for Kids ABSTRAKT Autorzy artykułu "Kitchen Lab for Kids -Program kształtowania umiejętności STEM w przedszkolu" przedstawiają założenia projektu, dofinansowanego z Funduszy Europejskich w ramach Programu "Erasmus+ Akcja2. Edukacja szkolna -Partnerstwa strategiczne na rzecz edukacji szkolnej" (KA201). Celem działań pięciu zespołów badawczych z Włoch, Irlandii, Hiszpanii i Polski jest promowanie międzynarodowej wymiany najlepszych praktyk i doświadczeń w zakresie wspierania aktywnego uczenia się na poziomie wczesnej edukacji i opieki nad dzieckiem (ECEC), a także stymulowanie i zachęcanie nauczycieli do znajdowania nowych, nowoczesnych i interaktywnych metod nauczania zwłaszcza w zakresie edukacji STEM. W pierwszej części artykułu przedstawiono analizę dokumentów unijnych, które stanowiły podstawę dla podjętych działań projektowych. Przybliżono znaczenie podnoszenie jakości kształcenia małych dzieci. W dalszej części artykułu zamieszczono założenia metodologiczne projektu oraz planowane rezultaty intelektualne.

This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. The authors quanti-tatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of.88, demonstrating, on average, a gain of nearly one standard deviation on vocab-ulary measures. Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures. Middle- and upper-income at-risk children were sig-nificantly more likely to benefit from vocabulary intervention than those students also at risk and poor. These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.

The purpose of the study was to examine how behavioural inhibition was associated with shyness and social competence and how maternal parenting moderated the associations in urban Chinese children. Participants were 2‐year‐old toddlers (N = 286, 143 boys and 143 girls) and their mothers in P. R. China. Data on behavioural inhibition were collected from laboratory observations. Mothers completed measures of parenting and child shyness and competence. It was found that behavioural inhibition was positively associated with shyness and negatively associated with social competence for children with low maternal support, but not for children with high maternal support, suggesting that maternal support might serve as a protective factor that buffered against the maladaptive development of inhibited children. The results indicate the functional meaning of early childhood inhibition and the role of parenting in today&#39;s urban China. Copyright © 2014 John Wiley & Sons, Ltd.

N° EAC/17/2012 Study on the effective use of early childhood education and care in preventing early school leaving The Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) aimed to collect evidence on how equitable and high-quality early child education and care can influence the performance of children in the subsequent stages of education and possibly contribute to the prevention of early school leaving. In order to achieve this, the following steps were undertaken: The research review stage focused on synthesising the already existing evidence on the links between quality of ECEC and children’s learning progress. This allowed major gaps in existing research to be identified and directions for future studies to be provided. The synthesis included an overview of literature and policy documents in the languages of 34 European countries. The policy mapping stage helped to update policy information available from the previous...

Chapter 1 BACKGROUND 1 What are book reading interventions? 2 What have previous book reading reviews found? 3 Summary Questions addressed in this review Chapter 2 METHODS What types of study did we include? Who were the study participants? What types of interventions did we include? What types of outcomes did we include? Data time points Types of settings How did we search for the studies that we identified? How were studies collected? How were studies analysed?

Supporting Children in Need of Assistance in School: The Social Pedagogues' Perspective. In a rapidly changing world it is extremely important to notice the children whose well-being is not ensured and who need help. School is a place where children spend a big part of their childhood and where problems of a child's life, also the ones which influence their well-being, may occur. One of the main support specialists in Estonian schools is a social pedagogue. Social pedagogues are the first who can notice the child in need of assistance and offer support. To my knowing there are no studies made in Estonia of how social pedagogues define well-being and need of assistance, and how they support these children. The aim of this master thesis is to analyse the concept of a child in need of assistance from the viewpoint of the social pedagogues in Estonian schools. This research focuses on four aspects: how social pedagogues define the well-being of a child and a child in need of assistance; how they assess the need for assistance; which measures are applied to support a child in different dimensions, and how they assess the results of their work with children in need of assistance. To gather the data, ten semi-structured interviews were conducted with social pedagogues working in Estonian schools (at least in basic school). The research indicates that social pedagogues define child's well-being through three characteristics: safety, coping, carefree and cheerful attitude. A child in need of assistance is someone, who needs support and help, because of personal issues or external factors. The study showed that the definition of a child in need of assistance is of wide range. To define the concept, the social pedagogues pointed out different indicators (change, relationships, academic results etc.). However, little was said about the need to address this topic with school staff, or to discuss issues of well-being with children. Child's need for assistance is assessed via conversations. This child-centred measure helps to understand child's thoughts and opinions. The social pedagogues do not use assessment frameworks created in Estonia for assessing the well-being and need for assistance. In order to support the child in need of assistance in school, the social pedagogues use a threestep approach: conversations with the child, conversations with the parent, and involving the network. Different activities and measures are used. For example, the child is sent to

The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills.

Learning to read is one of the most important objectives during the first school years. Various cognitive and linguistic skills (see Cain, 2009; Oakhill & Cain, 2007) and motivational factors (see Aunola et al., 2002; Guthrie et al., 2000; Wigfield & Guthrie, 1997; Wilson & Trainin, 2007) are prerequisite to reading comprehension. During the past few decades, studies on reading have focused attention on teacher’s activities in class which also has a significant effect on children’s development (e.g. Connor et al., 2009a, 2009b; Lerkkanen et al., 2012b; Wigfield et al., 2004). However, few observation-based longitudinal studies have been conducted.

RESUMO-Conceitos Numéricos na Educação Infantil: uma pesquisa etnográfica. Este artigo descreve uma pesquisa que analisou a construção de conceitos numéricos iniciais em crianças entre 2 e 5 anos da Educação Infantil. A pesquisa qualitativa, na modalidade etnográfica, foi realizada em duas escolas: uma no Núcleo de Desenvolvimento Infantil, da Universidade Federal de Santa Catarina, no Brasil e outra na Scuola XXV Aprile, em Reggio Emilia, na Itália. O objetivo foi descrever a forma como as situações espontâneas de construção dos primeiros conceitos matemáticos foram aproveitadas pelos professores de tais escolas. Nas duas escolas foram constatadas oportunidades espontâneas de construção numérica apresentadas pelas crianças, mas as situações trazidas pelos alunos não foram aproveitadas pelos professores. Palavras-chave: Conceitos Numéricos. Educação Infantil. Pesquisa Etnográfica. ABSTRACT-Numerical Concepts in Early Education: an ethnographic research. This paper describes a research that analyzed the early construction of number concepts in two to five year old children of Early Education. The qualitative ethnographic research was conducted in two schools: at the Núcleo de Desenvolvimento Infantil, Universidade Federal de Santa Catarina in Brazil and at the Scuola XXV Aprile, in Reggio Emilia, Italy. The aim was to describe the way that the spontaneous situations of number concepts were improved by teachers of these schools. In both schools the children demonstrated spontaneous opportunities of numerical constructions. Therefore, those situations were not used by teachers to improve the children's numerical knowledge.

In the article the question of religious pluralism is presented. The author gives the characteristics of this concept, which has changed its meaning over the recent years. The author brings into light some contemporary ways of perception of the religious pluralism and controversies they result in. The concept of inclusive pluralism by Jacques Dupuis has been recommended by the author as a model of religious pluralism which enables the opening of religious education on the inter-religious dimension. A proper understanding of religious pluralism plays an important role in forming an open religious identity which is one of the key tasks in education including early education.

, T. (2003) Regulatory Contributors to Children's Kindergarten Achievement. Early Education and Development 14, 101-119. Made available courtesy of Taylor and Francis: http://www.informaworld.com/smpp/title~content=t775653644~db=all ***Note: Figures may be missing from this format of the document ***Note: Footnotes and endnotes indicated with parentheses

Early childhood education has rapidly expand in the last thirty years. Between 1997 and 2009, Quebec (Canada) has grown the most (205,000 places for children under four years old). In recent researches, considerable attention has been given to the impact of daycare on children's development. Studies have suggested that children who experience daycare in their first year of life show higher levels of cognitive development when evaluated during the preschool years. Research indicates that neither child and family nor daycare variables in isolation can explain these developmental outcomes. To explain children's development in daycare, characteristics of the child, family, and daycare environment must be simultaneously considered across multiple points in development. Yet, in Quebec (Canada), few studies have examined children's development in the context of proximal environments of both home and daycare using longitudinal data. Even fewer have examined the effects of child care attendance for very young children.

Early childhood education has rapidly expand in the last thirty years. Between 1997 and 2009, Quebec (Canada) has grown the most (205,000 places for children under four years old). In recent researches, considerable attention has been given to the impact of daycare on children’s development. Studies have suggested that children who experience daycare in their first year of life show higher levels of cognitive development when evaluated during the preschool years. Research indicates that neither child and family nor daycare variables in isolation can explain these developmental outcomes. To explain children’s development in daycare, characteristics of the child, family, and daycare environment must be simultaneously considered across multiple points in development . Yet, in Quebec (Canada), few studies have examined children’s development in the context of proximal environments of both home and daycare using longitudinal data. Even fewer have examined the effects of child care ...

Tämän kandidaatintutkielman tarkoituksena on selvittää, miten maahanmuuttajalasten kielen kehitystä voidaan tukea esiopetuksessa. Maahanmuuttajalasten kielen kehityksen tukemisesta löytyy varhaiskasvatuksen osalta jonkin verran aikaisempaa tutkimusta, mutta esiopetukseen kohdistuvaa tutkimusmateriaalia on hyvin niukasti. Lisäksi tutkimusmateriaali jakautuu eri osa-alueisiin eikä näin ollen muodosta yhtenäistä kokonaisuutta. Aiheen tutkiminen on tärkeää, sillä maahanmuutto lisääntyy Suomessa kasvavaa vauhtia. Ilmiö näkyy myös esiopetuksessa kasvavana eri kielitaustaisten lasten määränä. Tämä asettaa esiopettajat uuden haasteen eteen, sillä suomen kielen opettamisen lisäksi on myös tuettava lapsen äidinkielen kehitystä. Kielen kehityksen tukemiseen tarvitaan nyt laajempaa ja syvempää tietoa kuin aikaisemmin. Tästä syystä tutkimuksen tavoitteena on koota yhtenäinen kokonaisuus kielen kehityksen tukikeinoista avuksi esiopettajille käytännön työho...

The Massachusetts Department of Early Education and Care (EEC) has selected the University of Massachusetts Boston to lead this innovative initiative. The development of a Post Master’s Certificate Program in Early Education Research, Policy, and Practice will build much-needed capacity for advanced graduate study in early education in Massachusetts. This model program is designed to address the demand for new leadership in the rapidly advancing field of early education and care

Varhaiskasvatuksen henkilöstötilanne näyttää kriisiytyneen ja arki päiväkodeissa on paikoittain epävakaata. Tutkimuksen tavoitteena oli selvittää, mitkä oppimisympäristön tekijät liittyvät korkeaksi arvioituun kaaokseen. Oppimisympäristöä lähestyttiin prosessilaadun näkökulmasta keskittyen vuorovaikutuksen sekä pedagogisen toiminnan ja sen johtamiseen liittyviin teemoihin. Lisäksi henkilöstön ja lasten toimintaa kaoottisissa oppimisympäristöissä tarkasteltiin lähemmin päiväkodin yleisen tilanteen, lapsen toiminnan sekä henkilöstön ja lasten sosiaalisten orientaatioiden kautta. Tutkimus toteutettiin valtakunnallisen Kehittävä palaute -menetelmän avulla. Aineisto kerättiin vuosina 2017–2021 satunnaisotannalla kahden toisistaan riippumattoman mittariston avulla. Aineisto koostui varhaiskasvatuksen henkilöstön tekemistä oppimisympäristöjen arvioista (n = 2652) sekä koulutettujen observoijien tekemistä lapsihavainnoista (201 851). Aineisto analysoitiin kvantitatiivisin menetelmin käyttäe...

In Finland early childhood education (ECE) is mainly provided in day care centres and family day care. The purpose of ECE is to support children´s growth, brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Helsingin yliopiston digitaalinen arkisto 122