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Full-Text Articles in Early Childhood Education
Generations Growing Together: Intergenerational Learning As A Pedagogical Strategy In Early Childhood Education And Care Services. A Handbook For Practitioners And Trainers, Anne Fitzpatrick
Books/Book chapters
Despite being the oldest form of learning, IGL has declined steadily over time due to wide-ranging social, cultural, economic and demographic changes. Children in the Western world are growing up in smaller, geographically dispersed family circles and, consequently, have fewer opportunities to interact with different age groups and to see themselves as part of a multigenerational society. Older people are living longer, yet are frequently separated from their families by distance, migration and family breakdown and, more recently, by COVID-19. Additionally, with the increasing attendance at age-segregated services, including preschools and care homes, traditional places and opportunities for age groups …
Computational Thinking And Coding For Young Children: A Hybrid Approach To Link Unplugged And Plugged Activities, Daisuke Akiba
Computational Thinking And Coding For Young Children: A Hybrid Approach To Link Unplugged And Plugged Activities, Daisuke Akiba
Publications and Research
In our increasingly technology-dependent society, the importance of promoting digital literacy (e.g., computational thinking, coding, and programming) has become a critical focus in the field of childhood education. While young children these days are routinely and extensively exposed to digital devices and tools, the efficacy of the methods for fostering digital skills in the early childhood classroom has not always been closely considered. This is particularly true in settings where early childhood educators are not digital experts. Currently, most of the efforts in standard early childhood settings, taught by teachers who are not digital experts, appear to revolve around “unplugged” …
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Survey Of Teachers In Pre-Primary Education (Stepp): Lessons From The Implementation Of The Pilot Study And Field Trial Of International Survey Instruments, Syeda Kashfee Ahmed, Maurice Walker, Yoshie Kaga
Early Childhood Education
The present publication documents the achievements and lessons learned from the first phase of the Survey of Teachers in Pre-primary Education (STEPP) project, implemented by UNESCO from 2016 to 2019, with the participation of seven countries, namely, the Dominican Republic, Ghana, Indonesia, Namibia, the Philippines, Togo, and Viet Nam. It is the first international survey for low-and-middle-income countries designed to collect information that is known to affect the quality of pre-primary education from pre-primary teachers and centre heads. The collected information concerns training and professional development, pedagogical and professional practices, working conditions and job satisfaction, and characteristics of pre-primary personnel …
Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell
Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell
Early Childhood Education
This literature review unpacks the concept of connection and contribution from the Victorian Early Years Learning and Development Framework (VEYLDF), which includes developing a sense of belonging to groups and communities, and an understanding of the reciprocal rights and responsibilities necessary for active civic participation; responding to diversity with respect; becoming aware of fairness; and becoming socially responsible and showing respect for the environment.
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Early Childhood Education
This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.
Quality Is Key In Early Childhood Education In Australia, Kate Torii, Stacey Fox, Dan Cloney
Quality Is Key In Early Childhood Education In Australia, Kate Torii, Stacey Fox, Dan Cloney
Early Childhood Education
Early education benefits all children, and can be transformative for the children with the greatest challenges. But not all children in Australia experience a high quality early education. Getting quality right is the key piece of the puzzle needed to deliver the promise of early education. Investing in early learning is a widely accepted approach, backed by extensive evidence, for governments and families to foster children’s development, lay the foundations for future learning and wellbeing, and reduce downstream expenditure on health, welfare and justice. While all children benefit from high quality early learning, research also shows that children experiencing higher …
Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter
Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter
Department of Child, Youth, and Family Studies: Faculty Publications
The knowledge that teachers hold about children’s learning is important to teachers’ practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for …
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Department of Child, Youth, and Family Studies: Faculty Publications
The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with …
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Childhood Education
This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …
Creative Learning: A Curriculum For Preprimary Children: Unit 6: The Five Senses, Marjorie L. Oelerich, Jean Peterson, Meredith S. Ring
Creative Learning: A Curriculum For Preprimary Children: Unit 6: The Five Senses, Marjorie L. Oelerich, Jean Peterson, Meredith S. Ring
Elementary and Literacy Education Department Publications
THE FIVE SENSES is one resource unit. It is hoped to serve as a resource to others as they guide the learning of young children. It is not a cut-and-dried,how-to-do-it book. But it is a collection of numerous learning experiences within the context of a unit setting. The various disciplines are not, and cannot, be separated; learning overlaps. With a central theme, young children will have many opportunities to examine, investigate, explore, experience and discover concepts of meaning. As the children approach the same concept from a number of experiences, they will have opportunities to formulate ideas, to test these …
Creative Learning: A Curriculum For Preprimary Children: Volume 1, Marjorie L. Oelerich, Jean Peterson, Meredith S. Ring
Creative Learning: A Curriculum For Preprimary Children: Volume 1, Marjorie L. Oelerich, Jean Peterson, Meredith S. Ring
Elementary and Literacy Education Department Publications
CREATIVE LEARNING: A CURRICULUM FOR PREPRIMARY CHILDREN Is the beginning. It is hoped that this curriculum may serve as a resource to others as they guide the learning of young children. It is not a cut and dried, how-to-do-it book. But it is a collection of numerous learning experiences within the context of a unit setting. The various disciplines are not, and cannot, be separated;learning overlaps. With a central theme, young children will have many opportunities to examine, investigate, explore, experience and discover concepts of meaning. As the children approach the same concept from a number of experiences, they will …