School Influences on Children’s Development

Sylva, K

doi:10.4324/9780203455029_chapter_2

Cited by 44 publications

(51 citation statements)

References 92 publications

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“…The time children spend in preschool is an extremely important period in their lives, and research on quality shows that attendance at preschools of high quality has an unquestioned impact on children's learning and development (Schweinhart, Barnes, & Weikart, 1993;Sylva, 1994;Sylva, Melhuish, Sammons, Siraj-Blatchford & Taggart, 2004). Despite its great influence on children's wellbeing and their possibilities for learning and developing in ECEC, quality as a concept in educational settings is highly questioned by some researchers (see for example, Dahlberg, Moss & Pence, 1999;Moss, Dahlberg & Pence, 2000;etc.).…”

Section: A Global Perspective Of Curricula For Early Childhood Educatmentioning

confidence: 99%

Five preschool curricula —comparative perspective

Samuelsson

Sheridan

Williams

2006

IJEC

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SUMMARYIn recent years the OECD has undertaken the evaluation of early childhood education and care (ECEC) on behalf of ministers of education in a number of countries in order to support quality improvement in this field. This article is based on a workshop for the national coordinators of early childhood policy in Sweden, 2003, which dealt with Curriculum and Pedagogy in Early Childhood Education. The five curricula presented were Reggio Emilia, Te Whãriki, Experiential Education, High/Scope and the Swedish National Curriculum for Preschool. The aim of this article is to compare these curricula, establishing similarities and differences discussing quality aspects and problematising the general and the cultural specifics of each curriculum per se and in relation to the others. A further aim is to raise awareness of curriculum questions in connection with children's learning and development. The article is based on a pedagogical perspective of quality, which takes the perspective of the child and focuses on what is best for a child's learning and development in a specific culture. The results of the analysis show that the five curricula are of high quality in relation to each country's culture. High quality in preschool means giving the children a good start in life. The unique and competent child has rights of its own and should be treated with respect. In focus are the individual child's opportunities for building up knowledge and expressing their understanding of the surrounding world. High quality is also related to the competent and professional teacher with theoretical and pedagogical knowledge. RESUMENEn los últimos años, la OECD, por iniciativa de un grupo de ministros de Educación, ha asumido la tarea de evaluar la Política de Educación Pre-escolar. Este artículo se basa en un taller que en el año 2003 reunió a los coordinadores nacionales de la política de Educación Pre-escolar en Suecia. El tema del taller eran los Programas y la Pedagogía de este nivel de educación. Los cinco programas presentados fueron los siguientes: Reggio Emilia, Te Whâriki, Experiential Education, High Scope y el Programa sueco para el parvulario. Este artículo se propone detectar semejanzas y diferencias existentes entre ellos, discutir aspectos de calidad de los mismos y analizar aspectots culturales, tanto generales como específicos, de cada uno. Otro objetivo es el de incrementar la conciencia de los problemas ligados al aprendizaje y desarrollo del niño, dentro del marco de los programas de educación. El artículo enfoca el tema de la calidad pedagógica desde la perspectiva del niño y se plantea qué es lo mejor para el aprendizaje y desarrollo del éste en una cultura específica. Los resultados del análisis muestan que los cinco programas son de alta calidad, en relación con las culturas de sus respectivos países. Alta calidad significa que el parvulario provee a los niños de un buen punto de partida en la vida. El niño, único y competente, tiene derechos propios y debería ser tratado con respeto. Como foco de primordial in...

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Section: A Global Perspective Of Curricula For Early Childhood Educatmentioning

confidence: 99%

Five preschool curricula —comparative perspective

Samuelsson

Sheridan

Williams

2006

IJEC

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“…Ecological intelligence is influenced by other factors one of which is an internal factor in accordance with Carl Rogers's phenomenological theory [16] (Pervin, 2010) that intelligence is the perception of the individual and everyone has the ability to perceive the world, so that everyone's views are different as well as intelligence Ecologically everyone is different because of memory and processing factors in different human brains.…”

Section: Discussionmentioning

confidence: 99%

“…Proving Freud's psychoanalytical psychodynamic theory [16] (Pervin, 2010) that everyone has a drive to do something, the drive is energy that is the response of environmental conditions, behavior that is influenced by environmental conditions. When receiving a response from the environment everyone will have the expression or discharge of different energy depending on the energy capacity it has, when looking at environmental conditions…”

Section: Discussionmentioning

confidence: 99%

“…Makes the ecological intelligence of each person different depending on the energy in responding to environmental conditions. According to the cognitive theory of Bandura and Mischel [16] (Pervin, 2010) that everyone has different emotional impulses, it is related to the attitude aspect, the pro attitudes towards the environmental sustainability of each person is different depending on his drive to invite others In participating in preserving the environment and to what extent, and directly proportional to the biological theory that intelligence is highly dependent and is also determined by the capacity of the human brain itself.…”

Section: Level Of Ecological Intelligence Of Private Junior School Stmentioning

confidence: 99%

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Ecological Intelligence Level Of Hight School Students In Cimahi City

2018

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Abstract. Indonesia is experiencing serious environmental problems as a negative impact of development. One of the areas that shows the problem of the environment is Cimahi City located in West Java Province. Therefore, efforts are needed to prepare future generations in order to have high ecological intelligence. The intelligence can be prepared and established through the process of education in the School. The purpose of this study is to measure the level of ecological intelligence of high school students in Cimahi City. This research uses survey method based on quantitative approach. The technique of determining the number of samples using stratified ramdom sampling and obtained 35 schools as sample. Data collection techniques used observation, interviews, questionnaires, literature studies and documentation studies. Data then analyzed and presented with descriptive statistic technique. The results showed that the level of ecological intelligence of learners varied between schools, from moderate to high levels. Judging from the components of ecological intelligence, the attitude aspect has the highest score followed by aspects of knowledge, skills and participation. All parties need to encourage schools and learners to improve ecological intelligence through various programs at schools based on environmental conservation efforts.

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“…Through previous research we have gained knowledge of qualities that characterise a high quality environment in preschool and school (Sylva, 1994;Sheridan, 2001, manuscript;Sylva, et al, 1999;Siraj Blatchford, Sylva, Muttock, Gilden & Bell, 2002). Qualities regarded as more important than others include the qualifications of the teacher, the existence of overall goals and cooperation with parents (NAEYC, 1991).…”

mentioning

confidence: 99%

Collaboration as One Aspect of Quality: A perspective of collaboration and pedagogical quality in educational settings

Williams

Sheridan

2006

Scandinavian Journal of Educational Research

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The aim of this article is to problematise and discuss collaboration between children as a means of learning and as an essential aspect of pedagogical quality in educational settings. In theories of learning, children's social interaction and collaboration are highlighted as fundamental to their learning. This implies that children's opportunities to learn from each other in educational contexts constitute a decisive aspect of pedagogical quality, which focuses on possibilities for learning and learning processes in the educational system. At the same time, collaboration is questioned as a means of motivating learning beyond children's own expected potential. We suggest that it might depend on the way education is organised and carried out, the view of knowledge and what is regarded as valuable content in relation to how collaboration is defined, described and thought about in both research and practice.

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School Influences on Children’s Development

Cited by 44 publications

References 92 publications

Five preschool curricula —comparative perspective

Five preschool curricula —comparative perspective

Ecological Intelligence Level Of Hight School Students In Cimahi City

Collaboration as One Aspect of Quality: A perspective of collaboration and pedagogical quality in educational settings

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