Spatial skills significantly predict educational and occupational achievements in science, technology, engineering, and mathematics (STEM). As early interventions for young children are usually more effective than interventions that come later in life, the present meta-analysis systematically included 20 spatial intervention studies (2009–2020) with children aged 0–8 years to provide an up-to-date account of the malleability of spatial skills in infancy and early childhood. Our results revealed that the average effect size (Hedges's
g
) for training relative to control was 0.96 (
SE
= 0.10) using random effects analysis. We analyzed the effects of several moderators, including the type of study design, sex, age, outcome category (i.e., type of spatial skills), research setting (e.g., lab vs. classroom), and type of training. Study design, sex, and outcome category were found to moderate the training effects. The results suggest that diverse training strategies or programs including hands-on exploration, visual prompts, and gestural spatial training significantly foster young children's spatial skills. Implications for research, policy, and practice are also discussed.
Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.
Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.
Decent Regency Children is a term that was first introduced by the Ministry of Women's Empowerment in 2005 through the policy of District Eligible Children. The term of the Children's Eligible Regency becomes the City / District Worthy of the Child. Research Objectives: (1) analyzing the policy of the Nganjuk Regency government in establishing child-friendly districts; (2) analyze what support has been prepared and will be built by the government of Nganjuk Regency in the direction of the child-appropriate districts; and (3) analyze the implementation of the Convention on the Rights of the Child in establishing child-appropriate districts. This research uses qualitative research design case study with descriptive format. The conclusion is as follows: (1) to accelerate the realization of Nganjuk Regency into the development of Municipal Coverage, as the program priority in the field of welfare and child protection by establishing seven important aspects in KLA development: health, education, social, civil rights and participation, labor protection, and infrastructure. Based on data obtained from observations, interviews, and documentation of research results indicate that almost 85% Nganjuk District Government Apparatus has been preparing for the City of Children Worthy; and (2) implementation of the convention on the Rights of the Child in developing the Children Eligible Regency in order to realize the Nganjuk Regency to be the Children's Worthy Town is not an easy thing and is not a difficult thing. However, there is a kind of prerequisite to achieve it. The prerequisite is the willingness and commitment of regional leaders, in accelerating the fulfillment of rights and child protection as reflected in the regional regulation document.
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