International Perspectives on Early Childhood Education

Roopnarine, Jaipaul L.; Johnson, James E.; Quinn, Suzanne Flannery; Patte, Michael M.

doi:10.4324/9781315562193-1

Cited by 8 publications

(12 citation statements)

References 1 publication

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“…The predictability of parents' scaffolding for children's formal math ability varied by the type of activity might reflect different characteristics of the math activities. Since Chinese parents usually consider games to be forms of entertainment (Cooney & Sha, 1999; Roopnarine et al, 2015), the scoring game activity between parents and children might be considered a play‐based informal activity. Parents may expect to enjoy the game activity with their children and get pleasure together.…”

Section: Discussionmentioning

confidence: 99%

Parental scaffolding and children's math ability: The type of activities matters

Huang

Sun

Lau

et al. 2023

British J of Dev Psycho

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A growing body of research has shown that parent–child math activities predict children's math competence. However, observational studies are limited. This study investigated maternal and paternal scaffolding behaviours in three types of parent–child math activities (i.e., worksheet, game and application activities) and their associations with children's formal and informal math abilities. Ninety‐six 5–6‐year‐olds participated in this study with their mothers and fathers. All children completed three activities with their mothers and three comparable activities with their fathers. Parental scaffolding was coded for each parent–child dyadic activity. Children's formal and informal math abilities were tested individually using the Test of Early Mathematics Ability. Results showed that both mothers' and fathers' scaffolding in application activities significantly predicted their children's formal math ability even after controlling for background variables and their scaffoldings in the other two types of math activities. The findings highlight the importance of parent–child application activities in children's math learning.

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Section: Discussionmentioning

confidence: 99%

Parental scaffolding and children's math ability: The type of activities matters

Huang

Sun

Lau

et al. 2023

British J of Dev Psycho

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“…Although early childhood is commonly underpinned by a children's rights perspective [39], it has been suggested that this rights agenda has been high-jacked by neoliberalism and turned into a children-ashuman-capital (investment for the future) discourse [14,37,38]. Hence early childhood services are justified on the basis of their potential to ameliorate disadvantage and enhance human capital development [1,40]. Nation States therefore focus upon accountability, intertwined with the discourse of outcomes, investment and value for money.…”

Section: Neoliberalism and Children's Rightsmentioning

confidence: 99%

“…Discussion indicated that while professionalisation means different things to different people, participants agreed that early childhood generally is embedded in neoliberal agendas that hinder professionalisation. Although different nations develop and deliver early childhood services in different ways encapsulating different values and desired outcomes [1], it is widely recognised that the persistent devaluing and under-resourcing of the early childhood sector has hampered the advancement of the status and identity as a profession [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care

Moloney¹,

Sims

Rothe

et al. 2019

IJEEDU

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Despite the relevance of early childhood services to children, families and nation states, the sector is largely undervalued and under resourced and, is not recognised as an established profession. Using collaborative auto ethnography, researchers from six different countries (Australia, Chile, England, Germany, Ireland and the United States) all members of the EECERA Professionalisation Special Interest Group (P-SIG) share their reflections on the professionalisation of early childhood. While professionalisation is associated with discretionary decision making that is premised upon an accepted body of knowledge, neoliberalism imposes constraints from on top, identifying through various forms of curricula, legislated standards, and policies what is appropriate and desirable practice. As a consequence, early childhood personnel are restricted in their professional agency and, their work is characterised by tension, as they strive to balance external expectations from a neoliberal stance and their own perspectives that prioritise a children's rights perspective. This paper questions how the sector manages the constraints imposed on it in a neoliberal political and social world. It calls upon those in the profession to resist neoliberalism and, to make a stand in terms of what is considered best practice. It further argues that ongoing debate is required as to the boundaries of what would be called the early childhood profession: considerations of ways in which the different sectors (education, health, and welfare) contribute to a holistic approach in working with children balanced against the requirement for a profession to have an identified and discrete body of knowledge. The implications of this for professionalisation of early childhood are widespread and, worthy of debate. While the inclusion of different sectors for example, addresses the holistic nature of early childhood work, it risks creating a broad and diffused knowledge base that might make it difficult to claim professionalisation. We hope that this paper contributes to reenergizing conversations on the professionalisation of the early childhood sector.

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“…Okul öncesi eğitimde de; değerlendirme sayesinde, öğrencinin tüm gelişim alanlarındaki durumu hakkında detaylı ve periyodik olarak bilgi edinmek mümkündür (Demirel, 2012). Değerlendirme süreci eğitim sürecinin ve ürünlerinin amaçlanan doğrultuda gerçekleşip gerçekleşmediğine ilişkin bilgi sağlar (Ertürk,1998;Charlesworth, 1993;Roopnarine & Johnson, 1993;Schweinhart, 2002;Şeker, 2012). Böylece, iyileştirme yapılacak alanlar belirlenerek elde edilen verilere göre eğitim-öğretimin iyileştirilmesi sağlanabilir.…”

Section: Introductionunclassified

Okul Öncesi Öğrencilerinin Programın Kazanımlarına Ulaşma Durumlarının Değerlendirilmesine İlişkin Bir Model Önerisi

Yiğit¹,

Özyurt

Adiyaman

2019

Eğitimde Kuram Ve Uygulama

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ÖzMakale Bilgisi Bu araştırmada okul öncesi eğitim programının değerlendirme basamağı için alternatif bir değerlendirme modeli önerilmiş ve öğretmenlerin önerilen değerlendirme modeli ve mevcut değerlendirme uygulamalarına ilişkin görüşlerinin tespit edilmesi amaçlanmıştır Araştırma, karşılaştırmalı durum çalışması olarak desenlenmiştir. Araştırmanın çalışma grubunu, 2015-2016 Eğitim-Öğretim Yılı'nda Gaziantep il merkezinde özel bir ilkokulun anasınıfında görev yapan 14 öğretmen oluşturmaktadır. Araştırmanın verileri çalışma grubu ile görüşmeler yapılarak toplanmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Karşılaştırmalı Değerlendirme Formu" ve "Değerlendirme Uygulamalarına İlişkin Öğretmen Görüşme Formu" kullanılmıştır. Karşılaştırmalı Değerlendirme Formu bireysel görüşmelerle, Değerlendirme Uygulamalarına İlişkin Öğretmen Görüşme Formu ise odak grup görüşmesi ile öğretmenlere uygulanmıştır. Bireysel görüşmeler ile elde edilen verilerin analizinde betimsel analiz tekniği, odak grup görüşmelerinden elde edilen verilerin analizinde ise içerik analizi uygulanmıştır. Araştırma sonucunda Önerilen Değerlendirme Modeli ile Mevcut Değerlendirme Uygulamalarında tespit edilen birçok eksiklik ve aksaklığın giderilmiş olduğu tespit edilmiştir. Ayrıca Önerilen Değerlendirme Modelinin öğretmen görüşlerine göre okul öncesi eğitim programının ölçme değerlendirme uygulamaları kapsamında, ihtiyaca cevap veren, yeterli bir model olduğu ancak modelin öğrencilerin ilgi ve yeteneklerini keşfetmede yeterli veri sağlama konusunda geliştirilmesi gerektiği belirlenmiştir.

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International Perspectives on Early Childhood Education

Cited by 8 publications

References 1 publication

Parental scaffolding and children's math ability: The type of activities matters

Parental scaffolding and children's math ability: The type of activities matters

Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care

Okul Öncesi Öğrencilerinin Programın Kazanımlarına Ulaşma Durumlarının Değerlendirilmesine İlişkin Bir Model Önerisi

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