Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such ...as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework.
This open access book’s theme is Teaching mathematics as to be meaningful – foregrounding children’s play and perspectives. It discusses the relation between teachers, children and mathematical ...content within the context of play with a particular focus on the framing of these relations within this context, which is an important theme in the debate on whether teaching should be integrated with or separated from children’s play. The work further addresses meaningfulness in the learning process, particularly from the child’s perspective. Globally, most guidelines and curricula for early childhood education mention play as one of the key features for young children’s learning. Still, there are quite different views on the definitions of play and in what ways play should become part of children’s learning. The chapters of the book mirror the research topics presented at the fifth POEM conference in May 2022 divided into four sub-themes: Play and learning, Children’s perspectives on mathematics, Teachers’ competencies and Theorizing aspects of early mathematics education.
La propuesta de este escrito es reflexionar acerca de las posturas asumidas acerca del juego en el “Simposio Internacional de Educación Inicial: Desafíos Pedagógicos para los próximos años”, ...organizada en 2016 por el Ministerio de Educación y Deportes de la República Argentina, junto a la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), a propósito de la discusión acerca de la obligatoriedad de la sala de tres años en Argentina. Este evento puso en el centro de la escena a las experiencias de juego colectivas en la educación infantil, experiencias que en tiempos de virtualidad reivindican la dimensión corporal y la construcción de su disponibilidad para moverse y encontrarse con otros. A partir de la pregunta que interpela la relación aparentemente indisoluble entre juego y educación infantil, la intención es reflexionar acerca de la frivolidad productiva y el desorden ordenado (Kishimoto, 1998; Brougere, 1998), es decir, la ausencia de consecuencias de las decisiones tomadas en el marco de lo permitido por las reglas de juego, dos características que la educación (desde Froebel a la actualidad) ha realzado para incluirlo en las propuestas de escolaridad. Desenredando la necesidad de pensar el juego en la educación desde y para el bienestar infantil, en este proceso de ensayar consideraciones teóricas, se propone poner el acento en la contracara de las particularidades mencionadas, es decir, en la intensidad, para promover en la educación infantil prácticas lúdicas inclusivas, sanas y contingentes.
Abstract. The proposal is to analyze the theoretical and practical positions assumed about games in the “International Symposium of Initial Education: Pedagogical Challenges for the coming years”, organized in 2016 by the Ministry of Education and Sports of the Argentine Republic, together with the Organization of Ibero-American States for Education, Science and Culture (OEI), regarding the discussion about the mandatory nature of the three-year ward in Argentina. This event put at the center of the scene collective play experiences in early childhood education, experiences that in times of virtuality vindicate the bodily dimension and the construction of their availability to move and meet others.Starting from the idea that questions the (apparently) indissoluble relationship between play and early childhood education, the intention is to reflect on productive frivolity and disorder ordered (Kishimoto, 1998; Brougere, 1998), that is, the absence of consequences of the decisions made within the framework of what is allowed by the rules of the game, two characteristics that education (from Froebel to the present) has enhanced to include it in school proposals. Unraveling the need to think about play in education from and for child welfare, this essay proposes to emphasize the other side of the particularities mentioned, that is, intensity, to promote inclusive playful practices in early childhood education, healthy and contingent.
Este estudio describe y analiza el lugar que el cuerpo, el movimiento y la Educación Física (EF) ocupan en las prescripciones curriculares de Educación Infantil (EI) en la ciudad de Vitória, ...centrándose en sus interfaces con las discusiones académicas que se debaten actualmente. Metodológicamente, es una investigación documental y tiene como fuente los documentos: A Educação Infantil do Município de Vitória: um outro olhar (2006) e Diretrizes Curriculares Educação Infantil de Vitória/ES (2020). Los resultados encontrados permiten afirmar que las perspectivas de trabajo con el cuerpo y el movimiento de los niños y las niñas representan un avance en el debate sobre el papel de la EF en la EI. Considerando que, además de reconocer el lenguaje corporal como uno de los lenguajes imprescindibles para trabajar con niños y niñas, se alinean con las concepciones actuales de educación infantil y primera infancia. Además se constituyen en propuestas elaboradas junto a los docentes de Educación Infantil.
Abstract: This study describes and analyzes the place that body, movement and physical education occupy in the curriculum prescriptions for Early Childhood Education in the city of Vitória, focusing their interfaces with the discussions that take place in the academic level of the debate. Methodologically, it carries out a documentary research and has as source the documents: A Educação Infantil do Município de Vitória: um outro olhar (2006) e Diretrizes Curriculares Educação Infantil de Vitória/ES (2020). The results found allow us to state that the perspectives of working with the children's body and movement in the analyzed documents represent an advance in the debate on the role of Physical Education in Early Childhood Education. Considering that, in addition to recognizing body language as one of the essential languages for working with children, and aligning the current conceptions of childhood and early childhood education, they constitute proposals elaborated in co-authorship with the teachers of the Child education.
Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood.
High pedagogical quality in early childhood education and care (ECEC) is related to developmental outcomes in young children. This review summarizes findings from (quasi)-experimental studies that ...evaluated in-service training effects for ECEC professionals on external quality ratings and child development. The aggregation of findings at teacher level (including 36 studies with 2,891 teachers) revealed a medium in-service training effect on process quality (effect size ES = 0.68, SE = 0.07, p < .001). Furthermore, a subset of nine studies (including 486 teachers and 4,504 children) that provided data on both quality ratings and child development were analyzed, and they showed a small effect at child level (ES = 0.14; SE = 0.02, p < .001) and a medium effect at the corresponding classroom level (ES = 0.45, SE = 0.11, p < .001). Variance in effect sizes at child level was significantly related to in-service effects on quality ratings (53% explained variance). The results show that quality improvement is a key mechanism to accelerate the development of young children.
Considerable evidence demonstrates the importance of the cognitive home environment in supporting children's language, cognition, and school readiness more broadly. This is particularly important for ...children from low-income backgrounds, as cognitive stimulation is a key area of resilience that mediates the impact of poverty on child development. Researchers and clinicians have therefore highlighted the need to quantify cognitive stimulation; however existing methodological approaches frequently utilize home visits and/or labor-intensive observations and coding. Here, we examined the reliability and validity of the StimQ.sub.2, a parent-report measure of the cognitive home environment that can be delivered efficiently and at low cost. StimQ.sub.2 improves upon earlier versions of the instrument by removing outdated items, assessing additional domains of cognitive stimulation and providing new scoring systems. Findings suggest that the StimQ.sub.2 is a reliable and valid measure of the cognitive home environment for children from infancy through the preschool period.
The value of self-expression for young people lies in fostering authenticity, confidence, and emotional well-being as they navigate their identities and connect with others in a rapidly changing ...world.
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