Suchergebnisse

Nobel Prize-winning economist Jack Hackman at the University of Chicago discovered in his study of the Perry School that for every dollar invested in high-quality child care centers, investors get seven dollars in return. This promising finding has led to an increase in government funding for the development of early childhood education around the world. When we teach our children to be good citizens, we will all be rewarded as they become healthier and happier citizens. ; https://griffinshare.fontbonne.edu/ece-320-2020/1005/thumbnail.jpg

Emphasis is placed on the periodization of the development of preschool institutions in rural areas of Ukraine in the chronological boundaries of 1945-1991. There are three periods of formation and development of rural preschool institutions: 1st period (1945-1963) refers to the revival and formation of preschool institutions in rural areas, 2nd period (1963-1984) refers to the implementation of preschool education in rural preschools, 3rd period (1984-1991) refers to the renewal of the educational space of preschools in rural areas. The historical facts of the organization of public preschool education in the Ukrainian village in 1963-1984 are generalized – period of dynamic development of rural preschools: intensive construction of preschools in the village according to standard projects, merging nurseries and kindergartens into one institution, mass transformation of seasonal preschools into permanent ones, period of critical analysis, use and implementation of pedagogical experience, scientific and methodological developments, organization of patronage (mentoring) work, creation of "kindergarten schools". The author's periodization is based on scientific achievements in the periodization of the history of pedagogy by socio-economic and political characteristics and periods of formation of Ukrainian statehood. It is emphasized, that periodization is only an author's version, which can be accepted by scientists or refuted by replacing it with another. The following methods were used in the process of scientific research: analysis, generalization, systematization of archival documents, legislative acts, substantiation of the initial positions of scientists and practitioners on the researched problem. Chronological-systemic and historical methods were used in the dynamics and sequence of time to consider the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the period 1963-1984.

Physical and motor competence of children ages 4 through 5 -- Relationship between physical/motor and psychosocial/cognitive development -- Factors influencing physical and motor development -- Theoretical perspectives on psychosocial development -- Dimensions of psychosocial development -- Factors influencing psychosocial development -- Theoretical perspectives on cognitive development during ages 4 through 5 -- Language development -- Literacy development -- Factors influencing cognitive, language, and literacy development

In this article, I explore how the beliefs of preschool teachers that equality is the norm in their classrooms shape play periods in ways that may work to disadvantage girls. I argue that equality discourses mask the gender power children must negotiate in their play and that this leaves girls with fewer choices when they are accessing the play environment. With research grounded in fieldwork carried out in four public schools in a Canadian metropolis, I illustrate how liberal notions of equality reinforced the traditional gender binary in children's play. Moreover, drawing on the work of Jane Roland Martin, I show that liberal understandings of equality work to sustain a male-centered education for all students in preschool. To explore ways to attend to such gender inequalities, I turn to Nel Noddings's concept of an ethics of care and point to the need to challenge the gender binary in early learning.

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.

The purpose of this paper is to analyze and discuss preschool teachers' supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents' self-efficacy. The different approaches also show that preschool teachers not always "preach as they teach", using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool and home collaboration.