Suchergebnisse

Currently, preschool education has evolved, even it has been revolutionized. This fact is shown by the large content of academic teaching materials such as reading, writing, and arithmetic which is still controversial must be taught in preschool education, which seems to be a compulsory subject for preschool children. Although government regulations have regulated properly and ideally how preschool education should be implemented, ironically due to competition between preschool institutions and the demands of parents, many preschool institutions fulfill their curricula with academic content. This study aims to obtain an overview of the academic-oriented preschool learning process in planning, implementation, and evaluation.

In kindergartens, where cognitive, behavioral and attitudinal development of the young child is desired, it is recommended to use efficiently nonverbal communication (expressed especially through posture, mimicry, gestures), in order not to inhibit the child, but to arouse his curiosity. The teacher has an important role in terms of her duty to teach preschoolers to communicate verbal and nonverbal even outside the physical space of the kindergarten, in the family, on the street, in the circle of friends. Most of the times, the nonverbal competence of the teachers is the fruit of a hard work, it involves effort in finding a suitable variant for the word, gesture, silence, space or time. In this article we present the nonverbal elements frequently used by the educators, which we identified after conducting a research in which we applied the questionnaire-based survey method. The results of the research have shown that educators use a variety of nonverbal elements that produce on children both positive and negative effects.

Early childhood learning holds a great impact on children satisfaction, intensification, growth and core of education in this interval of life. In child development at early stage lot of activities related to family culture influencing growth and development. Learning throughout life is directly connected with these sorts of activities. In these activities culture base routine is most important for early years. In this age children have strong observational skills with their photo memory. The study was aimed to analyze cultural diversity among young learners, to recognize cultural differences in early childhood instructions and practices, to discover out social likenesses in early learning. It was quantitative research and descriptive research technique was used in this study. Institutions regarding preschool education were taken as population of research. Data was collected through multistage sampling technique. Data were analyzed through statistical techniques t test and one-way ANOVA. Equal cultural diversity was concluded in both male and female early childhood learners. The analysis illustrated that instructive framework; academic capabilities of instructors, preschool learner's cultural background, teacher's emolument, cultural region, economical background contribute to cultural similarities and differences. The researcher recommends considering cultural diversity as basic perceptive of the teaching learning process.

Compulsory preschool education for 5-year-old children was instituted by law in Greece in 2006. However, the implementation of the law encountered several problems. This article, on the occasion of the recent institution of compulsory preschool education in Greece, discusses in a critical manner the views that have been voiced in favour and against it and offers an insight of the corresponding situation in other European countries. This article analyses the corresponding legislative course in Greece, focusing on data from the last three years. It identifies and presents oversights and omissions that characterize the implementation of the aforementioned law. Finally, the article offers suggestions that can contribute to the improvement of preschool education in Greece. In this way, the article criticizes the Greek government policy, a policy that governments from other countries must avoid during their efforts to institute compulsory preschool education. ; peer-reviewed

1st World Conference on Learning, Teaching and Administration (WCLTA) -- OCT 29-31, 2010 -- Amer Univ, Cairo, EGYPT ; WOS: 000298553200090 ; Turkey, a candidate for full membership in European Union, aims to raise standards of education system to European countries level. Turkish education system in this direction to achieve their goals in all aspects, from preschool to university education is required to make new arrangements. Collecting data related to European countries education systems to determine the status of education system in Turkey will be accurate approach for the work to be done in process of accession to European Union. In this study, it is aimed to investigate the current status of preschool education in Turkey and in European Union member countries. (C) 2010 Published by Elsevier Ltd.

Turkey, a candidate for full membership in European Union, aims to raise standards of education system to European countries level. Turkish education system in this direction to achieve their goals in all aspects, from preschool to university education is required to make new arrangements. Collecting data related to European countries education systems to determine the status of education system in Turkey will be accurate approach for the work to be done in process of accession to European Union. In this study, it is aimed to investigate the current status of preschool education in Turkey and in European Union member countries. (C) 2010 Published by Elsevier Ltd.

Koo Wai-sze. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. ; Includes bibliographical references (leaves [163-172]). ; Abstracts in English and Chinese. ; Contents --- p.i ; Abstract --- p.v ; Acknowledgement --- p.vii ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 ; Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 ; Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 ; Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 ; Chapter 1.3 --- Research Inquiries --- p.12 ; Chapter 1.4 --- Structure of the Thesis --- p.19 ; Chapter Chapter 2 --- Literature Review --- p.20 ; Chapter 2.1 --- Functional School of Thought --- p.21 ; Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 ; Chapter 2.2 --- Conflict School of Thought --- p.29 ; Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 ; Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 ; Chapter 2.3.1 --- Organizational Perspectives --- p.39 ; Chapter 2.3.2 --- Institution and Institutionalization --- p.42 ; Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 ; Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 ; Chapter 2.4 --- Theoretical Framework --- p.51 ; Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 ; Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 ; Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 ; Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 ; Chapter Chapter 3 --- Methodology --- p.64 ; Chapter 3.1 --- Government and Other Documents --- p.64 ; Chapter 3.2 --- Content ...