70th OMEP World Assembly and Conference
World Assembly: 25 - 26 of June 2018, Prague, Hotel Olympik
International Conference: 27 - 29 of June, 2018, Prague, Hotel Clarion
CONDITIONS OF EARLY CHILDHOOD EDUCATION TODAY:
A FOUNDATION FOR A SUSTAINABLE FUTURE
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Download the Book of Abstracts here.
|Name||Surename||Organisation||State||Co-authors||Form of appereance||Conference topic||Title of proposal||Abstract|
|XIAOYUAN||WU||Nanjing Normal University||China||Poster Presentation||PLAY||An analysis of creative kindergarten games integrating picture book elements and their implementation||Picture books, containing a lot of classic elements of education, are able to provide various themes, situations and material resources for kindergarten games. Starting with the introduction of picture books, their elements and children’s games and then analyzing the status quo of applying picture books in games, the present paper explores the methods of using picture books to creatively produce kindergarten games: create environments illustrating thematic elements; re-create to integrate reality and imagination; expand horizons and enrich activities. Finally, the paper suggests ways of carrying out creative games injected with picture book elements: leave room for activity and imagination; penetrate various fields and encourage all-round development; make right choices and provide scaffolding instruction; keep appraising and changing in time.
Key words: picture books, kindergarten, creative games, scaffolding instruction
|QI||WEI||Nanjing Normal University||China||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||The effects of rural preschool education development in Jiangsu Province of China||The research is done in the background of early childhood education policy,such as the Outline of the National Program for Medium and Long Term Educational Reform and Development (2010-2020 years),the Three-Year Action Plan of Preschool Education in China,mainly aiming at rural areas.This study did research in Xuyi County in the northern of Jiangsu, Yangzhong City in the middle of Jiangsu and Gaoyou City in the southern of Jiangsu to find the effects and the causes of these changes under the policies .Through the case study, we found a significant increase in popularity and a more integrated pattern formed in the prescool education.Besides,the construction of teaching staff has been improved greatly,and the financial investment in preshool education has increased as well.As a result, the gap between the urban and rural is gradually narrowing . However, there are still some problems remained to be solved,including the large class size, lack of qualified teachers and other issues. This study summarizes and analyzes the high quality experience in its development, explores its existing problems as well as solutions, and provides effective suggestions to promote the further development of rural preschool education.|
|Ivana||Rochovská||Catholic University in Ruzomberok, Juraj Pales Institute in Levoca||Slovakia||Dagmar Krupová (Základná škola s materskou školou Pohorelá) email@example.com||Individual Paper Presentation||ART||Innovative possibilities of activities with visual art in pre-primary education||The conference contribution deals with the presentation of the project entitled “Visual artists in nursery school” that was suggested and verified in practice of pre-primary education. The authoresses pointed out the theoretical background of using of visual art in pre-primary education that is illustrated by practical examples. In conclusions of the conference contribution, the authoresses list the reflection of the project and the recommendation for the practice of pre-primary education.|
|Katarzyna||Sadowska||Adam Mickiewicz University, Faculty of Educationale Studies, Poznań, Poland||Poland||Kinga Kuszak (Adam Mickiewicz University, Faculty of Educational Studies, Poznań, Poland) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Paradoxes of early education||In the speech the authors raise the issue of early education in Poland, which in this case is understood as the education of a child up to the age of six. This kind of education takes place at two kinds of education establishment: nursery and kindergarten. On the basis of the research conducted by the authors they will present selected paradoxes of early education. They raise the question of curricula not being adapted to the development needs of children, excessive didactism of activities and the inclination for making education directive instead of creating opportunities for children to gain individual experience. In the speech there is also raised the issue of misunderstood children’s bilingualism and foreign language teaching. It also emphasizes the issue of improper implementation of preventive measures.|
|Ayooluwa||Oke||Cork Institute of Technology||Ireland||Individual Paper Presentation||TECHNOLOGY||“I need to spend less time on paperwork and more time with children…”: Supporting practitioners in the implementation of quality standards and the reduction of paperwork using an innovative digital application||The work of the early childhood practitioner is more structured and regulated than ever before. Practitioners are mandated to document, observe and reflect on children’s learning, the health and safety of the learning environment. Generally, this information is shared with key stakeholders such parents and inspectors. However, this means that practitioners are spending hours on paperwork and less time facilitating and supporting children and their families. Without practical solutions and resources for the practitioner, the quest for quality may only ever be viewed as an ideal.
This paper discusses the main challenges highlighted by Irish practitioners and parents in quality provision. It assesses the perceived usefulness of a digital application, TeachKloud®, in promoting quality practices and reducing paperwork in early childhood settings. 34 semi-structured interviews were conducted with parents and practitioners. 7 online surveys were administered to measure the perceived value and usefulness of TeachKloud®. Findings indicate that paperwork, regulations, communication with parents and documentation are key challenges to early childhood education and practice. TeachKloud® was developed to remedy these challenges. Results suggest that TeachKloud® reduces paperwork by up to 6 hours per week and empowers practitioners to manage vital operations such as observations, child records, early intervention and family engagement.
|Kym||Simoncini||University of Canberra||Australia||Individual Paper Presentation||TECHNOLOGY||Early Childhood Science, Technology, Engineering and Mathematics (STEM) ‘Habits of Mind’||Science, Technology, Engineering and Mathematics (STEM) education is an international priority as it aims for the development of capable citizens who can flourish in a technological rich world. While educators are aware of the importance of STEM in the early years and most implicitly embed STEM in their practice, knowledge and understanding of early STEM learning as an integrated approach is still in its infancy. This presentation will outline a new framework, Early Childhood STEM Habits of Mind, as a way of supporting children’s early STEM learning.
The ‘habits of mind’ are designed to provide educators, parents and children with a way of thinking about STEM. It provides a shared language to describe what children are doing when engaged in STEM activities. These habits encourage educators, parents and children to think of STEM as a holistic approach beyond the four separate STEM disciplines and moves beyond a narrow focus on content. The intention is make STEM processes more explicit by naming habits that are routinely used by professionals in STEM related fields.
The 'habits of mind' position children as active learners who experience their world as inquirers, observers, describers, encoders, decoders, engineers, pattern sniffers, experimenters, measurers and predictors. Examples of what each habit might look and sound like and questions we can ask children to enhance learning through conversations will be discussed. A graphic of the habits of mind will be shared.
|victoria modupe||olaboye||university of South Africa||South Africa||Individual Paper Presentation||FAMILY SUPPORT||child abuse a silent epidemic in Africa||It is becoming challenging to be a mother in this in this generation , in Africa women have taking up responsibilities of providing care and support for the families, formal patriarch system has lost it hold in Africa, we have little jobs for men and men are becoming lazy to take up the responsibility to care for the family. women have become bread winner in most homes were we have polygamy, the duties of parenting have been delegated to other people who take advantages of them , this has lead to abuse and sexual violence in Africa, in 2004 WHO declare Child sexual Abuse an epidemic in Africa, one in every three girls and one in every six boys who have been sexually abused before they reach 18 years according to research in Africa,
A form of abuse in which a child is forced, persuaded, coerced by an adult or older adolescent to take part in sexual activities. Any sexual touching between an adult and a child. It can also happen between a child and an older child.It could includes looking, showing and touching a child in order to meet the adult’s sexual needs or interest.It is not a single event, it done in a gradual process (grooming)
|Margaret||Sims||University of New England||Australia||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Early childhood: education or development? Multi-sectoral or single sector?||In the global north (an area defined by Connell, 2007, 2015 as westernised), the early childhood (EC) sector has taken on the education discourse and along with this, ipso facto, the neoliberal agenda for education. This latter identifies the purpose of education is to produce employable graduates, identifying children as human capital in which current (educational) investment is required in order to create a future pay-off (employable, neoliberal citizens). Thus education has become a tool used to shape children so they develop the ‘right’ attitudes, dispositions and knowledges. For example, EC education in Australia now requires children be subject to panoptic viewing that observes, records and judges every action against pre-determined standards that identify the kinds of adults they ought to be shaping themselves to become. In contrast, in the global south much of the work in EC is positioned within a development rather than an education framework. This positioning requires a multi-sectoral approach: EC development includes health and wellbeing, responsive parenting, protection, security and safety, early learning and enabling environments (Black et al 2017). In this paper we provide examples of both approaches, examining how the different positioning of EC work influences the kinds of services offered to young children and their families. We reflect on the implications for these different approaches to the professionalisation of EC.|
|Yuwen||Ma||Nanjing Normal University||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research on making friends of Children in a Poland inclusive kindergarten||Making friends is an important aspect of the preschooler’s society development. The research was based on an inclusive kindergarten in Poland, it mainly used qualitative study and quantity study as auxiliaries to investigate the friend relationship of the inclusive kindergarten. The research results showed that the normal kids had higher position than the kids with special education needs, moreover, compared to the younger group and the boys, the special kids were widely accepted by older group and girls. Based on the results，the research analyzed the reason and the behavior of the friendship in inclusive kindergarten, then gave advice from the aspects of the kindergarten, teachers and parents.|
|Natassa||Economidou Stavrou||University of Nicosia, Department of Music and Dance||Cyprus||Eleutheria Ntani Krommida ("Mousika Drwmena" Early Childhood Music Center)||Individual Paper Presentation||FAMILY SUPPORT||Investigating mothers’ motivation for engaging toddlers in early childhood music classes||The benefits of participating in early childhood music classes have been widely discussed in the literature and, among them is their contribution to the physical, social, emotional and cognitive development of young children. Parents’ role is considered to be vital in introducing music in their children’s lives. But what motivates parents to decide to engage with their toddlers in early childhood music classes? And what are the benefits they identify during the joint music making? This study aims at giving answer to the aforementioned questions, by exploring the perspectives of the mothers in regards to the value of early childhood music classes. 10 mothers participated in the study, who had attended regularly with their toddlers early childhood music classes for at least one year. Semi-structured interviews were conducted and were fully transcribed, and common themes were identified. The participating mothers highlight the social benefits, as for many toddlers, music lessons constitute the first organized activity they are involved in. They also value, through first-hand experience, the fact that their toddlers learn to follow routines, instructions, pay attention, participate in the musical activities, learn to share, develop body coordination and fine mobility, build vocabulary, develop musical skills, become more confident, express themselves and improve communication with others. Last but not least, both toddlers and mothers have fun and quality time together.|
|Dan||Wan||Nanjing Normal University||China||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||The Realization of Children's Game Right from the Perspective of Game Space in Residential Community||The game right is one of the most important basic rights for children. We could even say that the game is children' way of living. However, is children's game right fully guaranteed in practice? Game space is the essential precondition for the realization of children's game right. Based on the field observation method, the game space from 22 residential communities were investigated, which were randomly chosen from Nanjing. The results show that the proportion of specialized game space of ordinary residential communities is much lower than that of high-grade residential communities, and the proportion of specialized game space from both two kinds of residential communities cannot reach the standard. what's more, there is safety hazard in almost all game space from these residential communities. Last but not the least, a significant proportion of game facilities has poor practicality. In conclusion, the realization of children's game right in practice is not very optimistic. To maximally guarantee the realization of children's game right, multiple measures such as strengthening the legislation protection of game space in residential communities, improving the security and the practicality of game facilities should be implemented.|
|Haiying||Wang||Nanjing Normal University||China||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Sociology Analysis on the Transformation of China's Preschool Education Policy||Sociology Analysis on the Transformation of China's Preschool Education Policy
Research Center of Sociology of Education, Nanjing Normal University
Abstract: Since 2010, China's preschool education policy is undergoing a quaternary transformation, including standard transformation, value transformation, system transformation and action transformation. Based on Polany's theory of "Great Transformation", the current Chinese preschool education policy transformation mainly due to bottom-up folk "protective reverse movement" and top-down official "protective reverse movement" . Among them, the former caused by reversed transmission of public opinion, the latter by the transformation of governance. The article suggested that our country should construct point to in the future, sustainable "developmental" pre-school education policy.
Key words: Chinese preschool education; Policy transformation; quaternary; grand transformation; developmental
Hai Ying Wang, Professor of Nanjing Normal University, the main research direction is Preschool sociology and policy of pre-school education policy.
|Xin Wei||Xiao||Nanjing Normal University||China||Poster Presentation||PLAY||The Adult Phenomenon in Role-play||Existing researches show,there’s rich value for children's development from children’s play. This study discussed the adult phenomenon in role-play by observing materials,space,information in the environment. This study found that the environment of role-paly roughly simulate adult life, tally with the adult aesthetic, be convenient for adults to collect. Through interviews for kindergarten teachers,adult phenomenon can find reasons from the motivation of teachers, teachers’ observation, children's participation, kindergarten’s requirements. The author agreed that the fundamental solution is returning play to children,not only increasing the degree of children’s participation,but also benefit for children’s growth.The author put forward some relevant suggestions according to the fundamental solution.|
|Beatriz Elena||Zapata Ospina||Tecnológico de Antioquia Institución Universitaria y OMEP Colombia||Colombia||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||TRANSITIONS IN EARLY CHILDHOOD||Successful Transitions is the educational program whose objective is to shed light on the processes related to the transitions that children go through from the first years of their lives until they get to formal education. The purpose is to devise a model to strengthen institutional and family dynamics in order to embrace children and provide them with better living conditions through their transitions and adaptation processes. The Focuses on three critical moments: Transition 1:from home to an early education institution; Transition 2:from early education to kindergarten and Transition 3:from kindergarten to first grade. Transition processes require the articulation of institutions, educational cycles and professionals that accompany children and their families; this means to understand the changes that children face at this age and how they can be supported to help them to adapt to change and new educational contexts. This paper shows the way in which transitions are experienced by children, which depend on multiple factors, both individual and external. The former refers to the characteristics of the children, and the participation of their families, and the latter include the characteristics of the institutions, pedagogical and curricular guidelines, human talent formation processes, as well as the public policies involved in the process. That is, the environment and the people surrounding children become fundamental elements to facilitate or hinder such a transition|
|Adilia||Frazer||ChildreNiños International||United States of America||Larry Kotch (Central Texas Workforce) LarryK@workforcelink.com | Marisa Suhm, Ph.D. (Diversity at Texas A&M University in College Station) email@example.com | Gail Cox, Ph.D. (Temple College Central Texas) firstname.lastname@example.org | Susan Hancock (Hancock Professional Development) email@example.com||Self-Organized Symposium||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Inclusive Early Bilingual-Multilingual Classrroom||Experiences from Early Childhood Educators in Texas, United States of America
In this interactive session, presenters will share a model, games and activities for an early inclusive bilingual or multilingual classroom, based on experiences as well as education and brain development research. Some issues discussed will include:
-Why inclusive bilingual-multilingual classroom?
-Research on brain development and best practices for early childhood learning
-How inclusive multicultural and multilingual environments enhance brain development and learning
-Understanding and responding to stress situations that limit child learning and brain development and structure
-Developing effective and inclusive interactions and environments
-Including all children with varying disabilities, abilities and cultures
|Vlasta||Gmitrova||State School Inspection Centre in Prešov||Slovakia||Individual Paper Presentation||PLAY||The primacy of child-directed pretend play on cognitive competence in kindergarten children.||The goal was to study the impact of child-directed and teacher-directed pretend play on cognitive performance in kindergarten children. Observations were performed in mixed-aged and gender classrooms. Children’s average age was 4.6 (3-6) years. A significant increase of cognitive behavior was found in child-directed pretend play compared with teacher-directed play (1). In child-directed pretend play a significant positive correlation was found between children’s cognitive and affective behavior and between teacher’s behavioral stimuli and children’s cognitive behavior. In teacher-directed pretend play a significant correlation was found only between teacher’s behavioral stimuli and children’s affective behavior (2). Girls significantly preferred pretend play as opposed to boys who favored constructive play. The most preferred pretend plays arise from family environment, comprising a potentially effective ‘carrier’ of cognitive skills by easy and pleasurable manner (3). Teaching to play performing the main role, was found to be an effective method of pretend play facilitation (4). Powerful, balanced and synergetic development in cognitive and affective domain generates superiority of child-directed pretend play in preschool education and should be widely employed in kindergarten practice.
(1) Gmitrova V., Early Childhood Education Journal, 2003 Vol. 30.
(2) Gmitrova V., Early Child Development and Care (ECDC), 2004 Vol. 174; (3) ECDC, 2009 Vol. 179; (4) ECDC, 2013, Vol. 183.
|TING||LIU||EAST CHIAN NORMAL UNIVERSITY||China||Ronald Laura (The University of Newcastle) Laura@Newcastle.edu.au||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Co-parental self-efficacy and young child developmental outcomes among rural-urban migrant families||China’s fast-developing urbanization has promoted a great number of rural families migrating to urban areas. However, little is known about how these parents perceive their parenting ability with very young children. The objective of this study is to address the existing situation of urban migrant parents’ parenting for infant and toddlers and the association between co-parental self-efficacy and child developmental outcomes. A sample of 387 parents of rural-urban migrant families in urban China was invited to complete the on-line questionnaires, including Self-Efficacy for Parenting Task Index Toddlers Scale (SEPTI-TS) and Infant/Toddler Developmental Outcomes. Results showed that mothers have higher PSE levels than fathers in all measured dimensions, and found an interdependence of their co-PSE predicting CDOs. This study revealed that rural-urban migrant families were still following Chinese traditional parenting and attributed mothers to the responsibility for early childcare, although the ensuing modernization and ingress of Western values has greatly influenced urban parents’ understandings about parenting. Based on these results, this paper provides implications for intervention approaches to promote PSE among migrant parents with young children.|
|Anna||Backman||Kungälv Municipality||Sweden||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Development work in natural science and technology with Swedish preschool teachers||Since 2014, the Swedish municipality of Kungälv in Sweden has conducted natural science and technology development (NT development) in all preschools. This development work is part of a national initiative by the Swedish National Agency for Education. The NT development in Kungälv was in 2016 rewarded with “Helgepriset” (Helge prize), which is Sweden's largest teacher award.
In this development work the NT developer Anna Backman, gathered material about the skills that preschool teachers need to develop to work towards the preschool's curriculum goals. The material showed two main skills that preschool teachers need to develop: (1) Subject knowledge in natural science and technology in order to work with simple chemical processes, physical phenomena and everyday technology in preschool. (2) Didactic skills to create opportunities for children to distinguish, explore, document, put questions about and talk about science and technology.
A research-based (Bjurulf, 2013; Doverborg, Pramling, Pramling Samuelsson, 2013; Elstgeest, 2013; Thulin, 2015 etc.) education program for selected preschool teachers was designed, to further develop the preschool's education in NT. The goal is that each child in Kungälv will be given the opportunity to gain knowledge in science and technology in preschool. For this to happen, preschool teachers must put words on science and technology in children's everyday lives and play, as well as making new content selected by the teacher discernable.
|Siew Hong||Low||SEED Institute||Singapore||Individual Paper Presentation||FAMILY SUPPORT||How to provide an ecosystem of support for vulnerable families in the education and development of their children- A Singapore Model||Singapore's policy makers and community stakeholders understand the importance of strengthening parent-child relationships as that impacts child development in the early years.
In 2016, a new ecosystem was set up to support vulnerable children (below the age of 6) and their families from the low socio-economic strata.
This ecosystem provides the children and their families with early access to health, learning and developmental support. The ecosystem targets the immediate settings and key figures in the children's early years, with systematic coordination with existing services and support networks in the community.
There are three kinds of support provided. They include home visits, parent-child playgroups and enhanced support to preschools. A multi-disciplinary team co-designs and engages the parents with a customized approach.
Ultimately, the parents are empowered to improve and sustain the quality of their interactions and relationships with their children, and the children's development are not compromised.
|Jessie Ming Sin||Wong||The Open University of Hong Kong||Hong Kong||Poster Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Parenting of Young Children in Mixed Cultures: Stories of Five Mothers||Culture is the learned, shared, and inter-generationally transmitted values, beliefs, and norms that guide the ways of living of people. However, the unprecedented globalization has led to an increasing number of intercultural relationships and global migration. What is it like to raise a young child in a transcultural family or in a different culture? How are different cultural expectations and practices of early education and development challenged and reconciled? This exploratory study follows the stories of five new mothers, who were former secondary school classmates in Hong Kong and are now married with Japanese, Singaporean, American and Hong Kong husbands and live with their toddlers in different parts of the world. In-depth interviews were employed with reference to the parenting styles of the couples as assessed by the Parenting Styles and Dimensions Questionnaire (PSDQ) to understand the views and experiences of the mothers. The findings show how new family identities are formed through marriage and childrearing and highlight new opportunities in early education and development.|
|Yingying||Wang||1st kindergarten in Xindu district Chengdu||China||Lina Yang (1st kindergarten in Xindu district Chengdu) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Influence of 5-6 Years Old Children’s Social Problem Solving Creativity on Peer Status in Preject-based Games||Children’s peer companion is the position of a child in the group with similar age and social cognitive competence.It is an important indicator in the process of children's socialization.Children’s Social Problem Solving Creativity in Project-based Games is the children's creative ability in solving the problem of life authenticity.As an aspect of children's social thinking process, children's problem solving creativity in the process of project-based games may affect children's status in peer companion.In order to explore the influence of this effect, this study adopts the lateral design.A total of 113 children aged 5-6 years old in two kindergartens in Chengdu area were selected as subjects. We used peer nomination, observing the difficult situation in the game and questionnaires to measure the variables of creativity, and explore the relationship between variables.
The results were as follows:
a.The number of young children in each type of peer status is not balanced, and the general and neglected children are generally more than the popular, rejected and disputed children.
b.Children's problem solving creativity has a significant impact on their status in their peers, especially the neglected children are the most significant difference from other groups, and their total creativity, originality, effectiveness and fluency are significantly lower than those of other groups.
|Elvira||Milano||OMEP Argentina||Argentina||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||How to develop and sustain an inclusive quality school for new childhood in the 21st century?||Developing an inclusive school has its challenges: it implies agreeing on the meaning of education throughout the educational community, it implies that all teachers agree that all children can receive education in the common school. For this it is necessary to address key concepts such as heterogeneous classroom, pedagogical methodology, effective and accessible, that does not hinder the way of teaching and –fundamentally- of learning.
An accurate pedagogical diagnosis, developing a map of opportunities as well as factors that hinder those opportunities is what will allow the objectives of an inclusive school to be fulfilled. Family, professionals and teachers ultimately assembled under the same perspective to develop the possibilities of the children as much as possible helping them to solve their difficulties.
In this presentation, a strategic school management model based on a map of the child's opportunities and their family, social and emotion among context will be developed, as well as other concepts such as Minimum Conversations in children based on Minimum Ceremonies that its encourage dialogue, regard and agreement.Technological impact on children today and for school impact will be key for the results of a sustainable and effective proposal of an inclusive school.
The promotion of change in the ways of organizing, teaching and evaluating knowledge in school institutions implies understanding that we are faced with new scenarios of childhood .
|Hirotsugu||TAZUME||Kyoto University of Education||Japan||Masako YUSHIZU (Kumamoto Gakuen University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||“Indirect support” in intergenerational communication||In intergenerational communication, it is necessary to have a caregiver who can provide support to aid communication between children and the elderly. In this study, we conducted a training program for intergenerational communication under a teacher training course for the ECEC at a university. We will introduce the features of university students (trainees) who participated in the program, discussing effective ways of providing support for intergenerational communication.
Trainees participating for the first time in supportive intergenerational communication are not able to be engaged with elderly people and children at the same time; they might be therefore usually involved with only one of these groups. Students accustomed to providing support can engage in a balanced way with both children and the elderly. Further improvements will allow children, the elderly, and the trainees to work in one group.
In the case of childcare professionals who are experienced intergenerational support veterans, are working with children and the elderly, they are expected to encourage intergenerational interactions by stepping away from the interactions a little. Such an engagement style is called “indirect support” because it means not directly intervening in the interaction between children and the elderly. They are neither directly involved nor do they neglect the interaction but they support the whole process of intergenerational communication from the sidelines.
|Evelyn||Egan-Rainy||OMEP Ireland (Vice President) Cork Institute of Technology (Visual Arts in Early Years Education Lecturer)||Ireland||Individual Paper Presentation||ART||Promoting Inquiry Based Learning (IBL) with a Transdisciplinary Approach (TDA) to the Visual Arts (VA) in Pre-Service Training of Early Years Educators||This presentation challenges the traditional assumption of the visual arts as a make-and-do, arts-and-crafts, time-filler subject, where there is an over-emphasis on the ‘product’ rather than the ‘process’. It highlights the importance of adopting an alternative Inquiry Based Learning model. This approach has been central to the Early Years Education pre-service training curriculum in the Arts, at Cork Institute of Technology (CIT), Ireland, since the Degree programme was instituted in 2006. At CIT, creativity in EYE adheres to the principles of Transdisciplinarity, ‘transcending boundaries which ordinarily confine discipline areas and where deeper and more meaningful understanding of real-life issues or problems emerge’ (Leavy, 2011:19)
In 2001, Edgar Morin, the French philosopher renowned for his expertise in the area of Transdisciplinarity, argued the urgent need to reconceptualise our understanding of modern education. Almost two decades later, Art still needs to be awarded its true status and not remain the poor relation of academic subjects. Indeed, Eisner (2002) proponent of art in education, emphasizes how the spirit of art should permeate every subject. This vision can be realized by adopting a philosophy which places the student at the heart of the learning process, as is the subject of this presentation.
|Wang||Yifang||East China Normal University||China||Jiang Yong (East China Normal University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Preschool Educational Resources Allocation under the Universal Two-child Policy in China———Based on Leslie Model||Researcher adopted the Leslie Model to analyze the model parameters for age-specific fertility rate, age-specific mortality, and the birth population to sex ratio based on the national population data from 2010-2015. Our research analysis predicted the overall trends for the amount of school-age children in 2016 to 2030; as a result we were able to estimate the demands of kindergarten teachers and allocation funds for kindergarten schools that were divided into three levels---low, medium, or high fertility rate total. The final results showed that China’s universal two-child policy is likely to cause the scope of school-age children and preschool students to significantly increase, reaching its potential maximum capacity in 2023 and 2024 respectively; subsequently the amount of school-age children and preschool students will slowly decline leading to an inverted “A-shaped” dimensional trend. The effects of the universal two-child policy now poses a significant challenge to the allocation of educational resources and will continue to be a critical issue in the future so policies to be enacted which concentrate educational resource allocation on building up the proper database, monitoring systems, and innovational training models that meet the immediate demands for preschool educational development in China: to accelerate the formation of kindergarten teachers, increase public financial input, and protect children s’ rights to education.|
|Yanghee Anna||Kim||Kennesaw State University||United States of America||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||School Barriers to Minority Parental Involvement in Their Child's Schooling in Taiwan, S. Korea and the U. S.||This presentation will compare the current status of minority parents and children and school barriers that minority parents perceive in their child's schooling in South Korean and Taiwan using a framework developed in the U. S by the presenter (i.e., lack of teaching efficacy, school friendliness, parental involvement programs, school leadership, and school policies) . Since 1980s, many Asians have been moving to the major labor-importing countries such as Japan, South Korea, and Taiwan. In addition to the increased migrant workers, the influx of global ‘hypergamy’ which means women from developing countries migrate to marry men living in the richer countries pushes these countries to become more ethnically diverse nations. It is projected that one third of all children born in 2020 will be so called Kosians (Ko deriving from Korean and sian from Asian). In Taiwan, the number is projected to be even higher. However, because of ethnocultural nationalism that Korea and Taiwan adopt for guaranteeing their citizenship, the second generation of illegal migrant workers is denied to achieve citizenship and thus access to education.
Studies done in these countries indicate that teachers attribute educational failure of minority children due to their parents’ lack of interest in education and difficult life circumstances, the framework developed in the U.S. can be applied to countries in Asia, and school barriers experienced by minority parents can be a global phenomenon.
|DOROTHEOS||ORFANIDIS||UNIVERSITY OF WESTERN MACEDONIA (GREECE)||Greece||VASILIKI PLIOGKOU (President of OMEP (World Organization for Preschool Education), Thessaloniki Branch) email@example.com||Individual Paper Presentation||ART||Childhood representations in 19th & 20th-century visual artworks: a teaching proposal for the educational use of the material||The study material consists of 67 paintings on the two-volume catalog of art historian, Stelios Lydakis, entitled "The Greek Painters", by Melissa Publishing House (1976). The representation of children as "childhood" in the paintings we consider to contribute to the comprehension of the history lesson. For the analysis and teaching of the works, we follow the interpretative pictorial proposition (Burke, 2001). The teaching proposal relates to the completion of the "researcher’s worksheet" and to the creation of an illustrated story. The "documentation" of the students - researchers seeks immediate contact with the secondary sources (artworks) of history. The illustrated story seeks to mobilize students in arts and historical literacy.The interpretations - from the iconographic analysis of the works, are summarized in four themes: a) naturalistic portraiture, with a gendered definition; b) works of social value of volunteer engagement and discipline; c) works with the social and temporal value of motherhood and family; and d) works with its historical themes. The theoretical childhood pattern resulting from the analysis (Gittins, 1997) is based on the combination of three different variables: a) concepts of gender, class, nationality, nation; b) symbolic representations of "children") the ideas, thoughts, perceptions of their personal experience as children.
Keywords: child, childhood, gender, social conventions, stereotypes, visual arts, representations, art history.
|Cong||Wei||Nan Jing Normal University||China||Lei Wang (Nan Jing Normal University) firstname.lastname@example.org||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Connotation analysis and policy cohesion between the inclusive private kindergarten and the non -profit private kindergarten||In order to solve the problems of "difficult admission” and “expensive admission”, the central government has proposed to increase the construction of the inclusive private kindergarten. To solve the problem of unclear ownership of the legal person and unidentified property, the Chinese government has gradually promoted the reform of the classification management of private education. Inclusive private kindergartens’ choices have become the key to the follow - up development of preschool education in China. By combing the relevant literatures and using the metrological visualization analysis, we find that there is a relatively large number of studies on inclusive private kindergartens and nonprofit organizations, but the study of the nonprofit private kindergartens as well as the relationship between nonprofit private kindergartens and inclusive private kindergartens is few. In order to make up for the vacancy of the academic research and respond to the development of the reality,we tries to understand the connotation of the two according to the source of the word, the spirit of the policy document and the discussion of the scholars. The good connection between the inclusive private kindergarten and the non-profit private kindergarten requires the joint efforts of the government and the kindergartens, that is, “adhere to one principle”, “ ensure that the two sides open” and “improve the three systems”,namely compensation system, tax incentives,and property liquidation system.|
|Zora||Syslová||Masaryk University, Faculty of Education||Czechia||Jiří Havel (Masaryk University, Faculty of Education) email@example.com | Petr Najvar (Masaryk University, Faculty of Education) firstname.lastname@example.org||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Preschool and primary school teachers’ views on the transition between pre-primary and primary education||For vast majority of Czech children, the transition from the kindergarten to the first year of the primary school is the first organisational reframing in an institutionalised environment. How pupils cope with the transition is decided by many factors. One of them is the teachers’ everyday pedagogical acting which is influenced by preschool teachers’ beliefs about primary school education and vice versa, primary school teachers’ beliefs about pre-primary education. In other words, it is important to understand how teachers themselves perceive the transition between the two school levels. That is also an aim of a complex research survey in which the authors learn about selected preschool teachers’ beliefs about primary education as well as the beliefs of selected primary school teachers about pre-primary education. Some findings of the research will be presented.|
|Gabriela||Navarrete Gallegos||Secretaría de la Defensa Nacional||Mexico||Individual Paper Presentation||FAMILY SUPPORT||INCLUSIVE WORKSHOP TO SUPPORT PRE-SCHOOL EDUCATION FOR STUDENTS WHO FACE LEARNING BARRIERS||The learnings that children acquire at the family and whose foundations link to experiences and didactic situations designed, promoted and executed by the teachers of “Agustín Melgar” kinder garden which it belongs to Secretary of National Defense of Mexico. Those learnings become the basis of the personal, social and school history of each military’s rightful owner, who are beneficiated with the preschool education service. The experiences become in challenges when building and transforming meanings of learned. In this sense, each student develops personal competences according to own potential.
The work presented, aims to share the educative actions whose we have implemented for inclusive experiences of children. And they appropriate the meaning of this concept living with respect, consideration and tolerance with all of people. Besides, in a scholar workshop created to improve the education quality and the lives of our students. The activities are shared with parents and tutors of students who face barriers of learning.
We consider this activities like improvement practices sustained in the mistakes elimination. These activities have been guaranteed by institutions whose have extensive experience at education, attention and care of child patients with health and learning disorders.
The presentation contains:
Background of creation of the school support group.
Teacher selection and training.
Support program for preschool children with special educationa
|Edita||Rogulj||OMEP Croatia||Croatia||Individual Paper Presentation||TECHNOLOGY||Media Competences of Preschool Teachers for the Challenges of Modern Childhood||Modern childhood, which is under the influence of digital media, differs greatly from the childhood of today's preschool teachers. Therefore, it is not surprising that a new pedagogical discipline rose, namely media pedagogy, which deals with the analysis of the role of media in the awareness and behavior of children.Media education is being built on media literacy and media competences, media culture and didactics, and media socialization and ethics. Hence, the issue of revision of goals, principles, methods and contents in the existing educational system comes up. A preschool teacher, as a process holder, has to work on the development of their own media competences in order to realize the role of the model in the development of media literacy in children. For a preschool child, the development of media literacy means mastering basic computer and other media skills. Apart from this technical software part, it is important for children to develop an ethical and social aspect that is extremely important for quality coexistence with the media.. Media education is a road to the development of self-esteem and critical thinking in children that will enable them to take advantage of all the positive potentials provided by the digital media. Preschool teachers need to be prepared for modern childhood and challenges it brings, and children need to be provided with a competent teacher that will guide them. Keywords: digital media, media literacy, ethics, methods.|
|Jodi||Streelasky||University of Victoria||Canada||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Exploring global citizenship education with young children through international school partnerships: Tanzanian and Canadian children's perspectives||This presentation will share a 3 year ethnographic study that examined Canadian and Tanzanian children's valued school experiences through multiple modes, such as drawing, painting, photography, and storytelling. The aim of this research was to acquire four to six-year-old students' perspectives on their school experiences in international settings as a way to inform early childhood educators on what matters to them, and to inform early childhood approaches to teaching. Theoretically, this research draws on a global citizenship education framework, a socially and culturally-responsive approach to education of crucial significance for students worldwide. An objective of the research was to also facilitate a critique of the essentialist discourse of children's capabilities, particularly in relation to understanding how children across the globe have the potential to share their own narratives and lived experiences to promote cross-cultural understandings and dispel stereotypes. This approach is based on a reciprocal model of cultural intelligence, a theory-based construct that promotes intercultural competence and addresses the importance of cultural knowledge sharing (Goh, 2012). The questions guiding this research are: i) How can a global citizenship education framework provide a space for children to share their views on their school learning?; and, ii) What impact does this framework have on children's and educators' views on learning in cross-cultural contexts?|
|Ella||Babić||OMEP Hrvatska||Croatia||Tea Dvoršćak (OMEP Hrvatska) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||EDUCATION OF PRESENT AND FUTURE PRESCHOOL TEACHER IN THE FUNCTION OF DEVELOPING EDUCATION FOR THE SUSTAINABLE DEVELOPMENT IN PRESCHOOL INSTITUTIONS||In the modern society preschool teachers’ knowledge reaches a prestigious importance. That knowledge has a transformative power that undoubtedly changes the individual. Also it forms the foundation of its personal growth and development, but even more important is the successful implementation of knowledge to achieve its purpose in the wider social context.
Teachers’ education for Sustainable Development is one of the key priorities for the success of educational practice in the preschool institutions. The aim of this paper is to determine the level of education and additional educational training of present and future teachers in preschool institutions.
The theoretical part of the paper defines and analyzes: education and development for the sustainable development, function, and education of the preschool teachers. For the empirical part of the paper, a survey was conducted on a representative sample of present and future preschool teachers – students of Undergraduate university study Early Childhood and Preschool Education in Zagreb, Čakovec and Petrinja. The research is pointing out the necessity of involving present and future preschool teachers in a wider range of education related to educational work aimed at growth, development and the importance of lifelong learning. Results of the research indicate that there is space for improving the content within the educational framework.
KEY WORDS: sustainable development, education, preschool teacher, quantitative research
|Erica and Lise-Lott||Strand and Fjell||Children´s Planet||Sweden||Erica Strand (Children´s Planet) firstname.lastname@example.org | Lise-Lott Fjell (Children´s Planet) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Children´s Planet -to learn for life and the future||Children's Planet is based on the following approach and goals:
• How can we help raise awareness and knowledge to teachers in preschool, to work with creation/life from" or "to see creation/life from" the child's perspective?
• What do we mean by saying a "child's voice".
• To be present as a teacher, capable of recognizing the child's intentions.
• To be curious and discover things together with the children to increase your own and the children's knowledge.
• Give the children the confidence to make good decisions and choices in their lives.
• Give the children an understanding of science and technology, based on the child's own interests and motivation.
The children are the future's decision makers. We are going to encourage them to think "out of the box", believing and trusting in a world that they are co creating with, giving them the inspiration to be the change that this world wishes to see. We wish to give the children good reasons for making healthy and vigorous choices based on their understanding of science, technology, and sustainable development. Teachers should be able to help give the children a pre-understanding to meet the challenges of the future. Project Energy: The children will acquire knowledge on the subjects of electricity and energy that is linked to science, technology, and sustainable development. The children's understanding of our planet Earth and its resources will increase.
|Jessica||Essary||The University of Mississippi||United States of America||Sarah Langley (The University of Mississippi) firstname.lastname@example.org | Sarah Siebert (The University of Mississippi) email@example.com||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Young Children Learning and Enacting Civic Engagement in their Communities||Majority of the research on civic engagement focuses on youth, and less on the emerging, continuous civic identity development (Sherrod, Torney-Purta, & Flanagan, 2010) rooted in early childhood. Early childhood educational experiences provide a foundation for civic engagement (Essary, Strekalova-Hughes, Park, Erdemir, Bakuza, 2016). Children throughout history have received formal and informal lessons about civic engagement from their environment (Bronfenbrenner, 1980). Early institutions in a child’s life such as families, communities, child development centers, preschools, and primary schools are influential in shaping a young child’s civic engagement (White & Mistry, 2015). After reviewing the literature, our research team gathered societal evidence of children providing resources to their community, and video taped our lab school classroom to provide additional relevant examples of teaching civic engagement to young children. Evidence from our professional anecdotal experiences, as well as examples of international civic engagement contextualize the findings. Early childhood settings are spaces of politically motivated and sometimes explicitly directed civic engagement. Based on the implications from this research, we will detail our recommendation for early childhood teachers to take an intentional and critical stance in mediating the purpose/s of civic engagement.|
|Erin||Kinavey Wennerstrom||University of Oregon; Raviant LLC||United States of America||Individual Paper Presentation||PLAY||Promoting positive relationships and attachment through play||Early interactions lay a foundation for social and emotional development in young children. Play is a vital component in forming and maintaining healthy attachments with caregivers. This presentation will explore the use of play in early childhood settings, using core concepts grounded in neurodevelopment, and informed by both attachment and object relations theories. Specifically, this presentation will discuss evidence based practices using self-regulation (for adults and children) and play to support children with internalizing problems and children on the Autism Spectrum. This session will encourage professionals to support primary caregivers in implementing self-regulation and play strategies to encourage strong relationships and secure attachment.|
|Ingrid||Pramling Samuelsson||Gothenburg University||Sweden||Pia Williams (Gothenburg University) Pia.Williams@ped.gu.se | Eunhye Park (Ewha Womans University) firstname.lastname@example.org | Seonhye Park (Kangnam University) email@example.com | Minyoung Jang (Ewha Womans University) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||History of transition in earlychildhood education research: IJEC journal from 1969 to 2017||In Prague 1948, OMEP was established. The aim of the organization was to bring together people from all over the world, to share information and initiate actions to benefit young children. In 1968 OMEP launched its first issue of International Journal of Early Childhood. With its history of fifty years of publications, the journal constitutes a unique source of knowledge concerning research of early childhood education. The aim of this article is to describe and analyse the content of articles in the journal during 1969-2017 in both qualitative and quantitative research method.
The qualitative research questions are what themes are communicated in IJEC during this period. What themes are recurrent and what are different depending on periods? To what extent and how have these themes changed? Content analysis was used to identify relevant themes that has been emerged over time.
The same questions were made with the quantitative research. Data analysis was done by ‘network analysis’ using the key words of all the articles of IJEC published from 1969 to 2017, which were altogether 646. Keyword network analysis is useful method when there are a large number of data to analyse. This method enables to produce network images. The interpretation of result proceeds features of image and the relatedness of network system. This method enables readers to find out the research trends in early childhood education for a certain period.
|Dorit||Aram||OMEP- Israel and Tel Aviv University||Israel||Adi Elimelech (Shaanan Teachers College,Haifa, Israel.) email@example.com||Individual Paper Presentation||PLAY||Kindergartners from low SES background playing a computerized writing game: The unique contribution of auditory and visual digital cues||The study evaluates an intervention aiming to promote children's early literacy via practicing writing on a computer game. We created a writing computerized game adjusted for Hebrew. The study assessed the advantages of auditory and visual aids during writing. Participants were 129 children (ages 5-6.5) from low SES kindergartens. Children were randomly divided into three intervention groups that played the game (1) without support, (2) with auditory support (hearing the word divided into syllable/sub-syllable), (3) with auditory and visual support (the syllable/sub-syllable was highlighted while being heard) and (4) a control group that watched E-books. Results showed that beyond the children’s language level and visual perception, the auditory+visual support group advanced more than the no- support group and the control group on all the early literacy skills and more than the auditory-only support group on the writing measures. The auditory-only support group advanced more than the no-support group and the control group on all the measures. The no-support group did not differ than the control group. Conclusions: A digital game can promote literacy skills of children from low SES background. Yet, children need support when practicing early writing game. In Hebrew, auditory support (splitting a word into syllable/sub-syllables) is the major aid in children's writing and visual support (highlighting the spot) adds to their understanding of the writing process.|
|Tuğba||Şeker||uşak university||Turkey||Sibel Yoleri (uşak ünv. eğitim fakültesi no:428) firstname.lastname@example.org | Perihan Şara (uşak university)||Poster Presentation||PLAY||Social Skılls for Preschool Children through Stories||This study is carried out to determine the status of social skills and problem behaviors and to examine the effect of the training program designed to support social skills of 60-72 months old children who are going to preschool education institution. The universe of the research constitutes 60-72 months old children who continue to independent kindergartens in Uşak. 20 children in the control group and 20 children in the experimental group, a total 40 children were included in the study in the implementation of the training program. Pre- test and post-test control group model will be used, which requires measurement before and after in training and control groups. Preschool and Kindergarten Behavior Scales (PKBS-2) is a data collection tool in research. Today, studies about social skills have gained momentum, it is important to be supported from the pre-school period. Social skills in childhood have been a highly studied area, especially after the 1970s. The interest in children’s social skills has been supported by a number of surveys aimed at identifying children’s social skills and evaluating social skill deficits and revealing appropriate intervention approaches. Children from different socioeconomic levels or environments with different social structures are in preschool education institutions. With this study, it is planned to develop Social Skills and Behavior Training Program which is planned to be applied to kindergartens in Usak city Turkey.|
|Motoaki||Hagiwara||OMEP Japan||Japan||Motoaki ｍ (5-11-11-8 ,Hatiooji,Chuoku)||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Ｏn the theoritical frame of children's participation to ESD in Japan||!. 3 critical opinions for ESD development in Japan
2.. 3 fundamental concepts and orientation
(1)from passive participation to active participation (2)teachers role: instructor to facilitator
(3 )accommodation system from domination system
3.different traits between domination system and accommodation system
4.2 system models in kindergarten or nursery school
5.coming tasks of ESD in Japan : development of UNESCO's Global Action Program
6 . 6 proposals
|Sandie||Wong||Charles Sturt University||Australia||Tamara Cummig (Charles Sturt University) email@example.com | Helen Logan (Charles Sturt University) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Expanding the conception of early childhood education and care quality to include educator wellbeing||The quality of early childhood provision is heavily influenced by the wellbeing of educators. Educators who are well are able to provide caring, nurturing, responsive care and education. When educators are unwell the quality of care and education they provide is compromised. Yet there is little evidence of educator wellbeing being considered within national quality frameworks or assessments. In this paper, we provide an analysis of national quality frameworks and draw on the findings from an Australian study that examined educators’ wellbeing using a holistic approach. We argue that if our aim to provide high quality care and education, then educator wellbeing must be considered as a component of quality provision.|
|Rozalina||Engels-Kritidis||Sofia University “St. Kliment Ohridski”, Faculty of Primary and Preschool Education||Bulgaria||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The role of individualization and differentiation for achieving educational progress in children: a Bulgarian perspective||The aim of the proposed paper is to describe and demonstrate the role of individualization and differentiation when selecting educational content, as well as when planning the goals of pedagogical interactions in the context of Bulgarian kindergartens. The following research hypothesis was formulated: the degree of educational progress of each child is higher in groups where there is more frequent and broader application of the individualized and differentiated approach, compared to groups where this approach is applied via infrequent and inadequate methods and techniques. In spring 2015, a psychological-pedagogical experiment was conducted in two kindergartens in Sofia, Bulgaria. The experiment involved a 12-week educational interaction with 127 children in four age sub-groups (3-4; 4-5-; 5-6 and 6-7-year old children). Pedagogical observation and expert opinion were used by the teachers in the groups as methods for diagnosing the educational progress of children. During the experimental program, the aim was to broaden the scope and variety of application of individualization and differentiation by the kindergarten teachers in their interaction with children. Additionally, 129 children from four separate control groups (again 3-4; 4-5-; 5-6 and 6-7-year old children) were researched for comparison purposes. The results are presented and analyzed according to the level of educational progress, gender and age of the children.|
|Edna Runnels||RANCK, Ed.D.||District of Columbia Early Learning Collaborative||United States of America||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Is there a disconnect in early childhood education among practices, programs and policies?||Early childhood education (ECE) professionals often ask why they learn to teach children one way, but then are asked to use other skills in the classroom. The question becomes, Why does what we know about children's development differ from what we do with children on a daily basis? This poster session addresses what teachers and administrators are taught about how children develop and learn in groups. It asks about differences in school and program practices: Why play is encouraged, but insufficient funding is available for the right kinds of equipment and materials. Or why a class of very young children needs four staff persons for quality care and education, but only two are hired. Then, teachers are expected to test young children, but no one is certain about how to test them. Governments or private funders don't agree about what is to be measured and how best to measure them. Finally, government policies and licensing requirements vary in the amount of professional preparation and in-service training are necessary. Ways to correct the disconnect will be discussed. A handout with print and electronic resources will be distributed.|
|Sandra||Hesterman||Murdoch University||Australia||Individual Paper Presentation||PLAY||Play: The Cornerstone of Early Childhood Education or Leaving Learning to Chance?||Play is a child’s fundamental right and a vehicle through which children learn and develop. In recent years, however, opportunities for play-based learning have diminished in Western Australia (WA) early childhood education (ECE) services. The demise of play in ECE is largely attributed to the introduction of more structured programs and formal lessons for children as young as three years in the belief that these will contribute to better learning outcomes. Contemporary political rhetoric is that play-based learning is leaving young children’s learning to chance.
This paper reports on teachers’ perspectives on the conditions for children to partake in play-based learning experiences to achieve learning outcomes while attending child care centres and the early years of school. The research project was a qualitative multi-case study utilising three sources of evidence: documentation, interviews, and archival records. The four teacher participants were identified by their respective public or private education sector as providing exemplary play-based learning experiences for young children.
Research findings identified key enablers that supported play-based learning in ECE to achieve learning outcomes. These included a centre philosophy underpinned by research that emphasised the importance of play in children’s lives; leadership supportive of play-based programs; access to ongoing professional development on play matters; and teacher reflective practice with others.
|Lily||Wong||Advent Links -SAUC Education Centre, Singapore||Singapore||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Developing Competent and Committed Educarers||There is a common agreement among ECE processionals in Singapore that Educarers have skills and disposition that are critical for the quality of care and education that the children received.
as we survey the landscape of the delivery of professional development programs it appears that there is a common definitive agreement on the appropriate skills and attitudes, and the effective training approaches to instill these skills and attitudes.
We will investigate into the status of the ECE teaching training in Singapore.
an analysis of the recent professional development initiatives from
1. the training mandated by government agency
2. training preferred by ece professionals
3. training that is most effective indicated by research survey findings
4. form of training mandate by the government agencies
5. contents areas in form of framework prescribed Government Agencies.
The impact of technology, requirements set by authorities and the pathways to credentialing and qualification.
Conclusion: Committed and competent educarers are few and far to come by in the 21st century.
|Jiaye||Qiu||Preschool Education Department of Education Science College in Nanjing Normal University||China||Individual Paper Presentation||FAMILY SUPPORT||Analysis of Influence of Digital Age on Parent-Child Reading and the Strategies||Based on the current situation of reading, this paper explores the characteristics of reading and the trend of development in the digital age, and examines the influence of reading trend on the reading environment of preschool children. This paper presents the parents’ choices of the reading media in the parent-child reading, compares the different features of paper reading and Internet reading in the parent-child activities from the aspects of emotional exchange, and analyzes their influence on preschool children. Finally, according to the characteristics of preschool children’s physical and mental development, combining with the development trend of contemporary reading , this paper proposes some suggestions and countermeasures for parent-child reading activities.
digital age; reading media; parent-child reading
|Patricia||Buser||OMEP Suisse||Switzerland||Anna Frey (Omep Suisse) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||The implementation of SDG 4.2 in Switzerland from an NGO perspective||Switzerland is one of the most decentralized countries in the world. In most cantons childcare and early childhood education is locally organized. Moreover childcare is not a federal responsibility and thereby Nongovernmental Organizations (NGOs) are playing a crucial role in the promotion of good quality childcare. The Sustainable Development Goal (SDG) 4.2 defined by the United Nations contains that “by 2030 all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” However, little is known about how NGOs evaluate the intended implementation of this goal in federal Switzerland. In this article we present a first insight into Swiss NGOs attitude towards the SDG 4.2. We investigate qualitatively whether there are cultural differences in the evaluation of the SDG 4.2 between the German, French and Italian speaking part of Switzerland or not and if other responsibility patterns are observable across the country.|
|Shixian||Zhu||Pre-school Education Major, Nanjing Normal University.||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Strategies of Improving Planting Areas in Kindergartens in China||Planting areas are common in kindergartens in China. The purpose of this study is to find out the problems and the influencing factors of planting gardens in kindergartens. Five kindergartens’ planting areas and five teachers were chosen as my research participants. Observation and interview were adopted as my research methods. Firstly, the researcher summarized the primary problems of planting gardens: the improper selection of location, the irrationally used land of the kindergartens, the inconvenient-for-children design of planting gardens’ layout, the insufficient materials providing, some planting gardens became vacant areas, and children’s work was sometimes replaced by adults. Secondly, the researcher summarized the influencing factors: limited total area of kindergarten, high cost of altering the existing layout, teachers’ lack of capability in guiding planting activity and lack of thought on integrating planting activities into kindergarten’s curriculum. Based on these findings the researcher put forwards some suggestions: kindergartens should make the most of theirs existing available planting areas, transform some landscaped vegetation into planting areas; the layout of planting areas should be adjusted to fit the children’s demand; courses and lectures should be given to teachers to increase their competence in guiding planting activities; teachers’ consciousness of integrating planting activities into the kindergarten’s curriculum should be cultivated.|
|Taina Hannele||Kyrönlampi||University of Oulu||Finland||PhD, Taina Kyrönlampi (University of Oulu) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||What Do the Children really Think about a day- care centre - the straight talk of Finnish children aged 5-7||A day- care centre and pre- school are places where child spends most of his/her week nowadays in Finland. A day-care centre and preschool as an institution of early childhood education has often studies from early childhood educators`point of view or within a wider socieatl context. The children`s voices have not been heard muc.
The purpose of this presentation is to describe on the on hand experiences that the children have of the day-care centre as a lace and on the other hand to bring out how the children talk about their experiences. 29 Finnish day-care children (aged 5-7) are the research subjects.
This study uses the existential-phenomenologial method to describe children`s experiences as they appear to the children themselves. What the children think about a day-care centre and pre-school is an essential means for developing the day-care centre.
|BENGÜ||TÜRRKOĞLU||Necmettin Erbakan University||Turkey||Individual Paper Presentation||PLAY||The Influence of Game-Based Cognitive Education Programme on Cognitive Development of Preschool Children||This research was studied with the purpose of analyzing the effect of “Game-Based Cognitive Education Programme” on cognitive development (linguistic ability, the abilty of discernment, numerical ability and spatial ability) of preschool children. Game-Based Cognitive Education Program is a training program consisting of 10 educational board games for 6 year old preschool children. One of the true experimental design, pre-test and post-test control group model was applied. The study sample consisted of 60 children (30 in the test group, 30 in the control group). The General Information Form and The Thurstone Primary Mental Abilities Test 5-7 (PMA 5-7) were used to collect data. PMA 5-7 was used to statistically test the influence of the programme on the development of preschool children’s cognitive skills. The researcher gave Game-Based Cognitive Education Program training to the preschool teachers. Game-Based Cognitive Education Program is used by the teachers with the children in the test group in a ‘regular and controlled’ manner, for 30 weeks, 1 day in a week, 1 hour each day (a total of 30 hours), in addition to their daily activities in their regular environment. For data analysis, the dependent-samples t-test will be carried out for in-group comparisons, whereas the independent-samples t-test will be used for intergroup comparisons. Education programme continues, thus the results and implications of the study will be discussed in the presentation at the conference.|
|Luyang||Tang||Nanjing Normal University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Classroom environment in the eyes of six-year-old children||Classroom environment is an important part of education. Nowadays, the interior layout plays a vital role in Chinese kindergartens and teachers spend a large amount of time on the creation of environment. Existing research mainly focuses on teachers’ views on the environment but little paid their attention to how do children feel in that environment. Therefore, this paper tries to see the environment from the perspective of children. The researcher uses interviews and observation to investigate one hundred 6-year-old children from ten kindergartens in Nanjing, China, examining their attitudes towards the environment and their interactions with it. Based on the findings of the study, the author analyses what children consider important in their environment and whether the classroom environment can support children’s development.|
|Radmila||Burkovičová||Pedagogická fakulta Ostravská univerzita, Ostrava, Czech Republic||Czechia||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Characteristics of pre-school child education in an institution in the Czech Republic||The care, education, and attention paid to the pre-school child in their history - their character, quality, intensity - always depended on the institution in which the preschool child resided. At present, these processes vary according to the type of institution, its founder and the requirements of legal guardians of children. However, the state is significantly affected by its legislation. In all institutions enrolled in the register of schools, quality education is covered by a mandatory state curriculum. It is of a general nature. The thematically unspecified educational offer in the curriculum allows teachers to mediate the achievement of educational goals on diverse content. This also contributes to the principle of locally-based learning. The prerequisites for the different knowledge of children living in different parts of the state at the time they enroll in compulsory education are so inadequately created.|
|shuang||Liu||Beijing Normal University||China||wenli liu (Beijing Normal University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The survey of Sexuality Education for children in China - Use the "The New Birth" As a Case||Background：
In children every stage of life will encounter different problems associated with sex, They need to get timely and effective answers and guidance from parents and teachers. If children can get sexuality education timely, they will have a positive impact on the growth and they will have happiness full of their lifetime. In early childhood children, to introduce reproductive-related knowledge is most do not need to explain its rationality, almost every child will ask, "Where I come from?" "Why Auntie’s belly so big?" "Can I birth a baby?" and other issues. When children ask these questions, that is the best time to carry out the sexuality education for them.
At present, there is no systematic, complete sexuality education materials for kindergarten teachers to use to teaching, in early childhood sexuality education in China. The group of Comprehensive Sexuality Education of Beijing Normal University based on the " Guidelines of Comprehensive Sexuality Education" to designed a systematic, comprehensive and progressive teaching scheme 3 to 6 years old children in kindergarten , Including teaching activities, picture books, assessment and monitoring.
This article describes the whole progress of "The New Birth" (the unit of reproductive)in Panda kindergarten in Beijing teaching, to explain "how we came to this world" which a ordinary simple and difficult question . Teaching the correct scientific reproductive knowledge, tell children the concepts
|Visnjic Jevtic||Adrijana||University of Zagreb, Faculty of Teacher Education||Croatia||Self-Organized Symposium||FAMILY SUPPORT||Developing Teachers' Competences for Working with Parents in Five European Countries (Norway, Poland, UK, Greece and Croatia)||For most children, families and educational institutions are the basic communities of upbringing that partially determine the development of their personalities, independence, self-esteem and self-confidence. Coherence between the social stimulation from those communities – both the family and kindergarten – can contribute to the quality and outcomes of developmental, educational and socialisation processes. Collaboration between the family and kindergarten, while simultaneously accepting the children as active partners, is in the common interest of all participants in that process. In the practice of early and preschool education institutions, collaboration between parents and teachers is usually dependent on goodwill on the part of teachers, who initiate and encourage parents to become involved, and on the part of parents, who are free to respond (or not), depending upon their professional, family and personal circumstances.
The experience and results of the project will be presented from different perspectives (children, parents, teachers, policies), by contributors from the participating countries, with the aim of sharing policies and practice, identifying insights for professional learning, and opening a debate about ways and means of collaboration between families and ECEC settings.
|Anne||Keary||Faculty of Education - Monash University||Australia||Jane Kirkby (Faculty of Education, Monash University) firstname.lastname@example.org||Individual Paper Presentation||PLAY||Oral language pedagogy: are play-based approaches in tension with intentional teaching practices||Research has shown that there is a potential tension in Early Childhood (EC) education between the highly-valued play-based approach and the more methodical notion of intentional teaching. The first approach positions the EC teacher as a facilitator whilst in the second approach the EC teacher is more visible and acts more deliberately. In the Australian context, and within the state of Victoria in which this research is located, policy frameworks expect EC teachers to plan for opportunities for intentional teaching and knowledge building in terms of young children’s learning.
This presentation reports on longitudinal research that was commissioned by a community kindergarten management association into EC teachers’ assessment, and intentional teaching, practices for oral language learning. A multi-sourced data collection process was undertaken by Monash University researchers that included a survey, interviews with management and EC teachers, an analysis of planning documents and observations. Critical factors identified differences in EC teachers’ interpretations and understanding of what intentional teaching entails and how to plan for, and implement an oral language learning program that encapsulates an intentional teaching approach. Recommendations centre upon the need for ongoing professional learning in the area that is meaningful to the context and provides opportunities for collaborative and participatory discussion.
|Min||Zhao||1st kindergarten in Xindu district Chengdu||China||Yingying Wang (1st kindergarten in Xindu district Chengdu) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Study on the cultural symbols of children's records based on life experience||Based on the cultural symbol attributes of the image, the cultural symbols of children's records and rural children's experience are analyzed with the "characterization" as the center of the children's records. The kindergarten in the west of Szechwan children's record of participant observation and field investigation found that the general law of rural children's records follow, not only restricted by the cultural context is dynamic and creative; recording process has the characteristics of experience dependent and value dependent, rural children than city children generally more aware of the image and expression between life experience of contact.
The record also identifies the distance between the children's life experience and the urban / global convergence of the symbolic system. Therefore, children's records in different regions may present a map, showing a dynamic path of integrated culture and value spread -- which culture is still in the meaningful world of children, and which cultural values have changed. This article still needs to emphasize the following aspects: on the one hand, culture is different in appearance, but universal in deep structure; on the other hand, children's creativity in intercultural understanding and creativity in meaning construction cannot be underestimated.
|Mari||Mori||Tsurukawa College/ OMEP Japan||Japan||Ikuko Gyobu (Ochanomizu University/ OMEP Japan) firstname.lastname@example.org | Tomohiro Uemura (Tama Art University) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Quest for the Sustainable Nature of Early Childhood Education and Care: Having Dialogue between Loris Malaguzzi and Sozo Kurahashi through Focusing the Images of Child||The philosophy of ESD has gradually recognized, and made an effort putting into practice in the field of Early Childhood Education and Care (ECEC) throughout the world (Park, 2017; Pramling Samuelsson, 2017). However, the emphasis on ECEC as readying the child for the next stage of education (Moss, 2017) is dangerous for harming the children's rights. The challenge for everyone living with children is to reexamine the images of child, and to play an active role for narrating the children's rights. Loris Malaguzzi (1920-1994) of Reggio Emilia, Italy and Sozo Kurahashi (1882-1955) of Japan were philosophers/educators living with children. They emphasized the importance of listening to and having dialogue with the voices of children, believing the presence of uncertainty, and valuing a child as protagonist for the development of sustainable society. The study is consisted of two parts; the first part focuses and analyzes Malaguzzi’s “One Hundred Languages of Children” (Cagliari, et.al. (eds)., 2016), and Kurahashi’s “Kokoromochi (state of mind/heart/spirit) “ (Kurahashi, 1934,1936). The second part explores how their beliefs could be practiced in every day lives’ of children at day nursery school in Japan through empirical approach. The empirical study shows the importance of listening to and having dialogue with expression as Malaguzzi and Kurahashi emphasized. The authors believe listening and having dialogue as the foundation for peaceful and sustainable world.|
|Dan||Cheng||China Welfare Institute Nursery||China||Yue Fang (China Welfare Institute Nursery) firstname.lastname@example.org||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research on the Support Mechanism for the Effective Inclusive education in Ordinary Kindergarten||The core value of inclusive education is to promote the full participation of all children, a value that is closely linked to the notions of equality, fairness, respect for differences and the creation of a sustainable future society for children. China began its education of ordinary children and special children from the beginning with the dual-track system of education. With the deepening of the concept of inclusive education, China has also conducted theoretical and practical studies on the issue of integrated education. The primary task nowadays confronted with the practice of inclusive education in China so far is how to develop a convergent and accepted inclusive education based on the current two-track education system. Ordinary schools play an important role in promoting the inclusive education practices. Pre-school inclusive education has its own unique characteristics and importance. To carry out pre-school inclusive education effective requires that schools build an effective support system to promote the development of every child.
In the study, all teachers and students of a ordinary kindergarten in Shanghai were randomly selected as the research object. Currently, there are two special children in the school, and some of the teachers have experience in teaching special children. Based on the present situation of kindergarten integration education, the study explore effective support mechanisms from four aspects, the early detection program, special child integr
|Feng||Dong||China Welfare Institute Nursery||China||Poster Presentation||FAMILY SUPPORT||Case study: improving parents' engagement quality on open days||Open day is the most common activity in which parents are directly engaged with the kindergarten. But, there’s a misconception about the open day: it’s simply a show of children’s performance and teachers’ teaching. Thus the relationship between teachers and parents is like, teachers are like the commanders, and parents just need to obey the command to make the show complete. In this case, parents become passive bystanders because teachers don’t take their thoughts and needs into consideration.
For every open day, teachers need to ask themselves, ‘How to improve the engagement quality of parents? How to make the co-education better? ’ In this article, I’ll share some case studies of open days and practical tips for teachers.
Tips 1: Get to know every parent and make full use of everyone’s strengths.
Case study: Special parents meeting
Tips 2: Provide platform for parents when designing the events, making parents and teachers work together.
Case study: Celebrating the New Year
Tips 3: Pay attention to details and help parents realizes ‘education is everywhere’.
Case study 1: Useful tips (the sign of water cooler and emergency exit, stowing drawing tools etc.)
Case study 2: Where am I?
Case study 3: Clear and simple invitations
In these case, all children, parents and teachers will be leading roles. Parents will join forces with the kindergarten to achieve win-win.
|Jiajia||Huang||Soong Ching Ling Kindergarten||China||Poster Presentation||PLAY||Construction of Young Children’s Self - evaluation Ability of Their Sports Level||Sports is an important activity in a child’s growth and accompanies the child's entire life and protects the child's health. Soong Ching Ling Kindergarten emphasizes the development of children's athletic quality, rather than just motor skills in design of sports courses.
Children's self-evaluation of their sports ability is an important part of their athletic quality. When children have proper self-evaluation of their sports level, they can confidently and actively participate in sports activities. On the other hand, they can evaluate sports difficulty, so they can protect themselves during exercise. The formation of self-evaluation of early childhood sports ability is a repetitive process of construction. Children often participate in a sports context with original self-evaluation, and generate new and higher self-evaluations through repeated interactions with the sports context. The self-evaluation in accordance with children’s sports level and age characteristics will be constructed finally. In the process, adjusting materials, rules, and teacher’s guidance strategies in sports context can influence self-evaluation.
In this study, the author tries to find out how teachers can help construct children's self-evaluation of their sports ability through the design of sports context, the distinction between the difficulty of sports materials and the individualized guidance through the cases of teaching activities design and cases of early childhood sports ability development.
|Rongrong||Jin||Soong Ching Ling Kindergarten||China||Xiaoyu Luo (Soong Ching Ling Kindergarten) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Practice of Traditional Chinese Culture in Kindergarten Education||Education is rooted in culture and intended to inherit culture, conversely, culture is one of the eternal themes of education. The frequent exchange of different cultures requires traditional Chinese culture to be highlighted and not overshadowed. As the saying goes: the nation is the world. A person with a national soul can become an excellent citizen of the world.
The researcher's kindergarten is located in Shanghai, where children and teachers from 45 different countries and regions around the world come together and share their cultures, ideas, and teaching methodologies. As local teachers, we always think about how to encourage students and parents to experience traditional culture, gain interest in it, and to fortify their patriotism. We also keep an open discourse with fellow foreign co-workers in order to learn how we can improve the understanding of the traditional culture to foreign children and parents. We hope that with proper understanding of traditional culture, our foreign family will find it easier to integrate into the school’s culture and to fall in love with China.
There are three major components in our traditional culture education practice. We have accumulated many useful experiences which have allowed us to form systematic curricula. Fortunately, we have received effective feedback from children and positive affirmation from parents, teachers, and society which confirms the value of integrating our traditional culture with education curriculum.
|Beilei||Zang||Nanjing Normal University||China||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Chinese preschoolers’ mental number line and mental number distance: valid characteristics using Dirichlet process Gaussian mixture model||The mental number line is an important mathematical concept. In this research, 487 Chinese children aged 3 to 5 took part in a number line estimation task. This task was used to assess children’s estimation accuracy and their estimation patterns along a number line in two different estimation circumstances. Situation A had the same line lengths (172mm) for different numeric ranges, while situation B held the ratio of line lengths to numeric ranges (termed the mental number distance) constant (9mm / increase of 1). There were also three different number ranges (1—5/10/20). To analyze these estimation results, a new mathematical modeling method was proposed where the 2-dimensional estimation patterns of one child would be modeled as points in a higher dimensional space. Then an advanced cluster method in Machine Learning, known as a Dirichlet process Gaussian mixture model, was applied to dynamically estimate the number of classes and assemble the different points into discrete classes based on distance. Three conclusions were drawn as follows: (a) significant differences were found within children for both different ages and number ranges; (b) Chinese preschoolers had more estimation patterns than just linear pattern and logarithmic pattern, especially in small number ranges; and (c) mental number distance played an important role in their estimation patterns.|
|Hyung Mee||Kim||Korean Bible University||South Korea (Republic of Korea)||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Three strategies to support children with challenging behaviors in early childhood settings||Challenging behavior is common in early childhood but it is a serious barrier in social-emotional development (Dunlap, Strain, Fox, Carta, et al., 2006). Many teachers also recognized this issue and reported difficulties to work with children engaging challenging behaviors and they need help to find out effective ways to treat challenging behaviors (Jolivette, & Steed, 2010). This presentation will provide teachers practical ideas on supporting children who engage in challenging behaviors such as self-injury, aggression, tantrums, disruption, noncompliance, and destruction. Three strategies will be discussed to prevent or reduce children’s challenging behaviors. Teachers working with children engaging challenging behavior need to consider the following three strategies when they arrange physical and social environments surrounding children (Meadan, & Monda-Amaya, 2008). Teachers can provide universal support to all children at the class, group support to children with not appropriate communication and social skills, and individualized support to children with severe or dangerous challenging behaviors.|
|Jing Zhou; Li Zhang; Yi Yang; Qian Liu; Yu Qian; Jie Zhang; Yong Jiang||Zhou||East China Normal University||China||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||Kindergarten Teachers in the Eye of the Storm——Opportunities and Challenges of Early Childhood Education in China in the New Stage||Kindergarten Teachers in the Eye of the Storm——Opportunities and Challenges of Early Childhood Education in China in the New Stage
Chair: Jing Zhou, Professor, East China Normal University, Shanghai, China
Presenters: Prof. Jing Zhou, Dr. Li Zhang, Miss Yi Yang, Dr. Qian Liu, Dr. Yu Qian, Dr. Jie Zhang, Prof. Yong Jiang, Faculty of Education, East China Normal University
Recently, the exposure of several kindergarten child abuse cases to the public has a negative impact on the social status of kindergarten teachers in China. They have been in the eye of the storm. All these cases have shown that kindergarten teachers are critical to the development of educational causes. It is high time that researchers and professionals speak for teachers. To improve the quality of early childhood education, we should first improve the quality of teachers.
This symposium will showcase the researchers’ discussion on the above-mentioned problems in five aspects: 1) The development and weakness of the teaching force in kindergartens in the nationwide by Dr. Li Zhang, Prof. Jing Zhou, and Miss Yi Yang ; 2) The current status of administration and management of Minban Kindergarten teachers by Dr. Qian Liu; 3) The ways to keep good kindergarten teachers by Dr. Jie Zhang; 4) The teaching research activities in the kindergartens by Dr. Jie Zhang; and 5) Cultivating preschool teachers’ spirit of Agape by Prof. Yong Jiang.
|Kan Kan||Chan||University of Macau||Macao||Individual Paper Presentation||TECHNOLOGY||Analysis of instructional design with tangible objects through activity theory||With the availability of tangible objects in the market, more and more young children have the opportunity to engage in the digital environments. However, there is a lack of research on the instruction using tangible objects. This paper explores how preservice teachers used tangible objects in an activity with children in a kindergarten. Participants were a group of 27 pre-service teachers who took an elective course of the digital resources. They were taught the concept of tangible objects and given samples of instructional design as reference. After that, they were requested to design a lesson with the use of tangible object and implement the lesson in real classroom. A series of instruction with the integration of tangible objects were collected through instructional design and video recording of the implementation process. The theoretical framework of activity theory were used to analyse the planned instruction with the intention to make improvement in the next phase of instructional design.|
|Amal Mohammed||Banunnah||Umm Al-Qura University, Kingdom of Saudi Arabia, and University of Sheffield, United Kingdom||United Kingdom of Great Britain and Northern Ireland||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Importance of Implementing Measures to Protect Children from Sexual Abuse in the Early Childhood Education System in Conjunction with the Saudi Vision 2030 Plan||It is widely recognised that there is a lack of important information on the health and safety of children to protect them from sexual abuse (UNESCO, 2009; Goldman and Grimbeek, 2015), therefore it is important to address this issue (Alldred et al.,2016). In 2016, due to the Saudi Vision 2030 strategy for childcare that aims to protect children from abuse and neglect, the Ministry of Interior and National Security of the Kingdom of Saudi Arabia (KSA) organised a conference on child protection. Conducting scientific studies in different fields to investigate ways to protect children from sexual abuse is one of the recommendations of the National Forum for the Prevention of Sexual Exploitation of Children via the Internet (Alshebani, 2016). Thus, this paper aims to investigate the significance of implementing sex education in the early childhood education curriculum to protect children from sexual abuse in KSA, in conjunction with the Saudi Vision 2030 plan. This study used a mixed-method qualitative and quantitative research design to collect and analyse data, through questionnaires and interviews. The research was concerned with 2682 preschool teachers, 20 preschool supervisors and eight specialists. Permission was obtained from the University of Sheffield and the KSA Ministry of Education before collecting the data.The results of this study demonstrate that there is a great need to discuss sex education topics with children to protect them from sexual abuse in Saudi Arabia.|
|Mercedes||MAYOL LASSALLE||Vice President for Latin America of OMEP||Argentina||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||The right to education in early childhood as a political struggle: 70 years of OMEP work in Latin America||Since the creation of the first committees in the Latin American Region, OMEP has promoted the effective realization of the right to education in early childhood. Over 70 years, a big number of obstacles have been faced in realizing the human right to education for this stage, partly because of the low recognition of early childhood education as a right in itself and partly because the consideration of early childhood as a matter that concerns only to families and not to the States.The countries of the region have defined legislative frameworks that include early childhood education, but it is still a challenge, the full recognition of early childhood education as an integral part of the human right to education. It is essential to apply non-discriminatory pedagogical approaches that respond to the rights and interests of children, encouraging their participation, initiative, creativity, autonomy and self-confidence. The lack of recognition of this educational stage as a fundamental right is also expressed in the few resources, structures and adequate teaching conditions for early childhood. In that sense, a central problem are the teachers (mostly women), who do not have proper pedagogical preparation or recognition or worthy work conditions.OMEP has been actively participating in the region proposing:-the protection of the right to education, play and culture; the improvement of legislation and educational policies; the develop of quality curriculum and practices.|
|Ruo Wei||Chen||University of Macau||Macao||Kan Kan Chan (University of Macau) firstname.lastname@example.org||Individual Paper Presentation||TECHNOLOGY||Augmented Reality for Children Vocabulary Learning: Case Study in a Macau Kindergarten||Augmented Reality (AR), with the affordance of bridging between real world and virtual world, brings users immersive experience. It has been applied in education gradually and even come into practice in student daily learning. However, a systematic review shows that there are limited researches in the area of vocabulary acquisition in early childhood education. Since kindergarten is a key stage where children acquire language and AR as an emerging and potential technology to support the vocabulary acquisition, this study aims to explore its value in in real classroom with teacher’s view. Participants were a class of 5 to 6 years old kids studying in a Macau school that follows Cambridge curriculum and emphasizes multicultural ethos. There are 24 kids. They learnt animal vocabulary using mobile device and AR flashcards, IPad to scan AR flashcards and interact with pop-up virtual objects. In order to estimate the effectiveness of using Augmented Reality, children attended vocabulary pre-posttest. In addition, teacher interview was administrated after this learning activity to seek practitioner’s opinion towards this technology. For data analysis, paired samples t-test was utilized to measure the instructional effect based on the pre-posttest data. Result shows that Augmented Reality could significantly enhance children vocabulary learning with large effect size. Teachers indicated that children enjoyed the AR learning activity but clear instruction is needed.|
|Pouliot-Cleare||Helene||Pouliot-Cleare and Associates||Canada||Individual Paper Presentation||PLAY||How To Become a Life Long Learner Through Play||Given free time and space, all children play. Through the years and especially with recent scientific research and data collected, valuable play has come to include free play, child directed play and adult directed play. It has been shown that supported by teachers knowledgeable in early childhood development all play is valuable as long as it provides environments and experiences where a child can explore, experiment, think creatively, interact with others and have opportunities to do problem solving. Discussing these concepts will enrich us on how to best integrate them concretely in our practice.
This session can also be done in French.
|Lenore Peachin Wineberg||Wineberg||University of Wisconsin Oshkosh||United States of America||Individual Paper Presentation||ART||Enhancing children’s language: Preservice Preschool teachers experiences with oral storytelling, and coloring books||Oral storytelling is almost the oldest art in the world, the first conscious form of literacy communication. Coloring books are a universal part of everyday life and leisure and can strengthen the emotional bonds between parent and child and improve the quality of communication. This action research project trained preservice teacher in the art of creating coloring books that augmented their oral stories. Further they developed at-home literacy kits to include a coloring book to enhance their story and foster creativity. This presentation will share the findings of how preservice teachers gained skillS in creating coloring books, telling oral stories and compiling an at-home literacy kit for 500 Head Start families.|
|chika||matsudaira||University of Shizuoka||Japan||Individual Paper Presentation||PLAY||The Need and Meaning of Play for Children with Coplex Medical Needs||We, child care professionals all know that Play plays a fundamental role for children to live a fulfilled life and it is our role as an adult to make partnership with children through Play. But, when we say, Children, do we think about sick children? Hospital play Specialists are professionals who provide play for sick children and use play as a media to connect the child and medicine. By uniting Medicine which will keep children’s lives longer and PLAY which shows the spirit of the child itself, children with complex medical needs will become seen as child who has dreams and a life as a child not just a patient. Hospital Play Specialists are the key person to protect the sick children’s wellbeing through play.
Susan Harvey who was one of the founders of Hospital Play Specialist in UK, and also the leading members of OMEP London, wrote in 1972, about play and children in Hospital as blow.
Deprived from play the child is a prisoner shut off from all that makes the life real and meaningful.
Through my presentation I would like to share what play means to sick children and how Hospital Play Specialist are supporting them by play. Also I would like to compare Susan Harvey’s thoughts with Japanese culture of play.
|Anna||Cho||Kangnam Uiversity, South Korea||South Korea (Republic of Korea)||Kyu-Woon , Song (Seoul Theological University) email@example.com | Young-Ja Ko (Seoul Theological University) firstname.lastname@example.org||Poster Presentation||ART||Effect of Story Playing Activities Based on Young Children’s Songs on Creativity of Young Children||The purpose of the study was to identify changes of young children’s creativity through story playing activities based on young children’s songs. By studying how the story playing activities that integrated learning new songs, organizing stories based on the songs, and act of it affect the creativity of young children, it is important to develop a creativity education program that takes into account their level of development and interest.
The researcher assessed ‘Korean Comprehensive Creativity Test for Young Children〔K-CCTYC)(Jeon, 2009) with 20 children aged 5-year-olds in a private kindergarten located in Seoul, South Korea. For the purpose of collecting data, the researcher conducted story playing activities once a week for 8 weeks. For the analysis, the paired t-test on the difference between the ex-ante score and the ex-post score was conducted from the use of SPSS 20.0. Also, the researcher observed and recorded them to investigate improvement of creativeness.
The results were as following: First, there were significant differences between pre-test scores and post-test scores on the fluency and the originality, sub elements of creativity, not on the flexibility and imagination of young children. Second, young children increased their creative, verbal, and social expressive ability through story playing activities. In sum, this study demonstrates that the story playing activities are confirmed to be effective to the improvement of young children’s creativity.
|Seenyoung||PARK||Bucheon University||South Korea (Republic of Korea)||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Teachers’ Perceptions on the Daily Tasks of Teachers in Early Childhood Education||In order to guarantee the same quality of kindergartens and childcare centers, Korean government adopted the Nuri system since 2012 and all 3 to 5 year olds in kindergartens and childcare centers follow a common education curriculum. For applying the curriculum, the government trained all kindergarten and childcare teachers with same contents regarding Nuri curriculum and has supported costs for childcare centers to hire subteachers for running Nuri curriculum. Circumstances focusing on educating 3 to 5 year olds based on Nuri curriculum may have changed teachers’ perceptions on their daily tasks, which have direct influence on their teaching performance. The purpose of this study is to analyze teachers’ perceptions on the daily tasks of teachers in kindergartens and childcare centers. For this purpose, about 150 kindergarten and childcare teachers will participate in teachers’ perceptions on the daily tasks of early childhood teachers, perceptions on early childhood teachers’ tasks questionnaire (Kim, Kwon, & Cho, 2012). The questionnaire describe 177 tasks of early childhood teachers in 10 categories which are planning/preparation for education, instruction, assessment, professional development, child care, parent consultation, events operation, paper work, facility management, and social/local activities. This study will show the effects on the educational qualities of adopting the Nuri system by comparing those with teachers’ perceptions before adopting Nuri curriculum.|
|Ida||Kornerup||University College Copenhagen||Denmark||Unni Lind (Roskilde University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Well-being and learning in ECEC- an inclusive approach||This session maps Well-being, Learning and inclusive education in Danish ECEC to explore possibilities and alternatives for pedagogical work. DK draw upon traditions emphasizing play, care, development, well-being, and democratically processes. There is a tendency to focus on individual needs, rather than community building. These strategies has not had an impact on inequality. We present a critical point of view in order to develop and discuss other strategies. Wellbeing and learning is about connectedness and creation of meaning between the participants in everyday-life in ECEC.
Unni Lind: A critical investigation of children’s well-being
The well-being of children is mainly examined on an individual level. Children and pedagogues are examined separately, in order to launch educational and health initiatives. I want to present and discuss the need of another view on children’s well-being in everyday life in ECE. I propose well-being examined as collective processes, that involves both children and adults and as an embodied and contextual phenomenon.
Ida Kornerup: Learning in ECEC – a matter of curiosity
Children’s learning is targeted as outcome processes later in the educational system, rather as didactical processes. My research shows that giving children equal opportunities needs to focus on, children’s learning opportunities, and to what extend the professionals have opportunities to reflect upon children’s curiosity, community building and motivation for learning
|María Victoria||Peralta||Instituto Internacional de Educación Infantil/Universidad Central de Chile||Chile||Loredana Ayala (Instituto Internacional de Educación Infantil/Universidad Central de Chile) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The co-construction of a culturally relevant curriculum in Castro-Chiloé Chile, with the participation of the family and the community||The process of curriculum construction was generally conceived with the work of a group of specialists who define "what is going to be done". If this development is observed from a more postmodern approach, since 2013 it has been carried out in the city of Castro in the Chiloé archipelago (agricultural-fishing and urban area), an experience requested by the city hall, with advice from the International Institute of Early Childhood Education, co-construction of the curriculum, and an important participation of the family and the community, which included 11 schools and 7 kindergartens.
In this way, from certain general orientations, different relevant sectors were consulted, such as the communities of each kindergartens and schools, specialists in the diverse manifestations of the present cultures in the educative centers, arriving to select in different processes of validation, a set of contents or deep cornerstones that the community wanted to favor in the learning process of every child.
This experience was implemented and has been documented through its various social members in a report called "Logbook of a journey", where the views of each group of participants has been collected: children, family, educators, headmasters, workshop teachers and specialists in culture.
The experience shows that communities know which learning children need according to their culture and that it is feasible to do so, which also allows "to place curricula", paying attention to sociocultura
|Loredana||Ayala||Instituto Internacional de Educación Infantil/Universidad Central||Chile||Ximena Rebolledo (Instituto Internacional de Educación Infantil/Universidad Central) email@example.com | Eliana Corsi (Instituto Internacional de Educación Infantil/Universidad Central) firstname.lastname@example.org||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Serving the sociocultural diversity of communities, through culturally relevant curricula||The fulfillment of a curricular proposal, built in a specific community is usually carried out by specialists who are far from reality. Postmodern views about education suggest that it is the community that should be empowered by this construction, determining what is most appropriate for their community and their sociocultural characteristics. Since 2013, an experience of co-construction of the curriculum has been carried out in the district of Castro-Chiloé, in Chile, where the family and the community played an important role in development of a curriculum.
The community of each educational center was summoned; those knowledgeable of the different manifestations of the cultures present in the educational centers. Different validation processes were carried out on a set of contents or deep cornerstones, that the community wanted to favor in the learning of the children.
The result of this whole process was captured in a publication called "Logbook of a journey" documenting the view of the different members of the community, that gave life to this curricular proposal: children, family, educators, directors, workshop teachers and specialists in culture.
The construction of culturally relevant curriculum, where the community has a high participation, shows that it is possible to "place the curriculum", taking into account the sociocultural and linguistic diversification, which makes it possible to generate real changes to their contexts, from a community that analyzes their ne
|Eva||Nováková||Pedagogická fakulta, Masarykova univerzita||Czechia||Individual Paper Presentation||FAMILY SUPPORT||Children, parents and mathematical games||We discuss our experience from the analysis of joint activities of pre-school children and their parents, which were carried out in the kindergarten facility, where teachers created an environment for their joint board games. The selected games focused on various aspects of mathematical pre-literacy such as using geometrical puzzles and building sets which develop space imagination and require concentration and fine finger coordination and manipulation skills. We discuss the role of teachers, parents and children during the games and their verbal and non-verbal communication. We also mention some ways of parents “helping” their children. For a deeper insight, short video(s) will be played.|
|Yajie||Zhang||Education Science School of Henan University,China||China||Individual Paper Presentation||PLAY||Action research of children’s metacognitive training in mathematical individualized playing||Preschool children not only have the metacognitive ability,and we can promote the development of preschoolers' metacognition through the appropriate way ,mathematical individualized playing is a conducive environment for children's metacognitive training, thus it is feasible to cultivate children's metacognitive ability in mathematical individualized playing.We used the action research method to promote the improvement of children's metacognition ability by increasing the link of metacognition in mathematical individualized playing with six teachers in Henan University affiliated kindergarten. The study lasted about one years in three age groups, and selecting 3-4 mathematical individualized playing activities to conduct metacognitive training in each age class.
The main strategy adopted is to carry out effective teacher child interaction in the process of Metacognition Training. More teachers use heuristic questions to guide children to think. In practice, we designed the following links. Before operation, "Asking yourself", "Thinking", "Planning"; In operation, "Thinking again ", "Looking back", " Modification"; After operation, " Recording", "Comment ", " Expression".The results of pre-post test show that children's mathematical ability and metacognitive ability were significantly improved in mathematics individualized playing.This model also promotes the professional development of teachers.
|Jen||Jackson||Australian Council for Educational Research||Australia||Kashfee Ahmed (Australian Council for Educational Research) email@example.com | Petra Lietz (Australian Council for Educational Research) firstname.lastname@example.org | Toby Carslake (Australian Council for Educational Research) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||How early learning interventions respond to diverse international contexts: a scoping review||As the UN Sustainable Development Goals (SDGs) generate increasing interest in quality early childhood interventions, a challenge remains in identifying which programs achieve outcomes for children in diverse international contexts. This paper focuses on programs to support children's learning: one of the three components of holistic child development identified in the SDGs.
The paper presents findings from a scoping review of recent research on interventions to support children's learning in economically developing countries. Building on Rao, Sun, Chen and Ip's 2017 systematic review of the effectiveness of such interventions, it explores in greater detail what can be learned from recent research about the relationship between intervention and context. It explores how contextual factors are considered in the selection and design of initiatives, in their targeting and implementation, and in the measures used to report on their impact. A total of 133 studies are reviewed, including child-focused, parent-focused and comprehensive programs.
The paper identifies several exemplars of studies that articulate a strong connection between program and context. However, it concludes that there remains scope for the relationship between intervention and context to be given greater prominence in impact studies—especially in identifying factors that contribute to the success of an intervention—to build a stronger evidence base for guiding efforts towards the SDGs.
|Cuifeng||Xv||Beijing Normal University Kindergarten||China||Yue Hu (Beijing Normal University Kindergarten) firstname.lastname@example.org||Individual Paper Presentation||ART||Practical Research on Creating Original Picture Books with Children||Pictures in the books can help children interpret the story in the visual way, opening the door to imagination and acquire culture and quality naturally through the emotional resonance. Therefore, it is often regarded as an ideal carrier which is most easily accepted by children for reaching the development goals in various fields, it is also a good way to develop children's thinkingexpression and creativity. In order to support children better, we let the teacher create picture books firstly: 1) Starting with the perception of the art form language in the picture book, making teachers form a habit of reading picture; 2) Drawing on the experience of classic picture books, innovating by imitating and combining life experience; After accumulating some experience, we began to create picture books together with children and summarized the following strategies: 1) see children’s recent life experience as the basis for the theme and expression of picture books, making a real connection with children; 2) By appreciating picture books, encouraging children to use imagination in continuation and creation 3) Understanding and respecting the individualized expression of children in different ages and paying attention to the expression of children's emotions not only the final effect of the picture books; 4 )Guiding children to show their stories through color, shape and material and feel the unique fun of artistic creation.|
|Shan||Huang||Beijing Normal University Kindergarten||China||Meijuan Guo (Beijing Normal University Kindergarten) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Practice of Kindergarten-Based Curriculum on Chinese Excellent Traditional Culture||Chinese excellent traditional culture is a collection of ideas, traditional virtues and humanistic spirit formed in the social practice of the Chinese nation for more than five thousand years. The practice of kindergarten-based curriculum on Chinese excellent traditional Culture in BNUK(Beijing Normal University Kindergarten) is mainly concerned with three aspects:1.School education assumes special responsibility and mission of inheriting traditional culture.2. The needs of cultivating Chinese people and the citizens of the world. 3. Our 100 years history of kindergarten is not only the epitome of Chinese preschool education development in modern times , but also the epitome of Chinese characteristic practice of preschool education. According to the Chinese traditional culture of " Benevolence, Righteousness, Courtesy, Wisdom and Trust" and the "Socialist Core Values", we sort out BNUK’s curriculum objectives," Optimistic, caring, courteous, wise, aesthetic children". In order to achieve this objectives, our concrete practice includes: 1.Integrating Chinese excellent traditional culture into children's daily life.2.Developing and utilizing excellent traditional culture curriculum resources.3.Realizing of creative transformation and innovative development of Chinese excellent traditional culture. In kindergarten-based curriculum management, effective management methods are adopted.|
|Seonhye||Park||Kangnam University||South Korea (Republic of Korea)||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Pre-service early childhood teachers’ pedagogicla content knowledge on science education through portfolio analysis||Children is scientist. They use all their senses to explore things and nature and are full of curiosity. For an interesting element, Children has an idea similar to a scientist who goes through the problem-solving process with patience and patience. Teachers should use effective teaching methods that can satisfy curiosity and develop scientific attitudes. However, many teachers are not only lacking scientific literacy but also have difficulty in operating science curriculum due to lack of knowledge. It is very important for early childhood teachers to carry out education with pedagogical content knowledge on early childhood science education. In this study, we will focus on the curriculum that we prepare to become a teacher. The purpose of this study was to examine the content and relationship of pre-service early childhood teachers' pedagogical content knowledge on early childhood science education. For this purpose, data collected from 20~25 pre-service teachers in early childhood education. I will see how the PCK of pre-service teachers who took science education classes by action learning method was improved. For the study, I will get the consent of the portfolio submission from the students and collect the scientific concept mapping, work sheets, journals, mind maps, observation reports, the reading reports and the project results. Based on this research, I can discuss the direction of pre-service early childhood teacher education and implications of future research.|
|Kumiko||Koma||Wayo Women's University||Japan||Mika Ajifu (Tokyo Seitoku University) firstname.lastname@example.org | Yukiko Tsubonou (Kaichi International University) email@example.com||Individual Paper Presentation||ART||Investigation of Activity Space in Collective Musical Expression of Young Children||In this presentation, we aim to examine activity space in the collective musical expression of young children. “Place,” as a collective activity space for young children, can refer to various “places,” i.e., “place” as a sound environment, related to things (musical instruments), as a corner, shared by young children, involving caregivers, and so on. The authors conducted a research on collective and creative music activities of young children. What became apparent from our previous works is that “improvising” itself is a creative music activity, and we constructed a theoretical model to encourage young children’s musical production (Koma, 2013) through the accumulation of collaborations known as “response,” which creates a new paradigm through improvisation of activity formats of sound materials, call and response and children’s creativity. However, there has not been much mention of activity space. Therefore, by reanalyzing collective and creative music activities of young children, we tried to clarify what kind of activity space is suitable for the collective musical expression of young children by focusing on activity space. From the analysis of the existing data, three points emerged: (1) “Children’s play flow” in the activity space (2) “Inside and outside” of the rug for play, and (3) Activity form: holding hands to form a “circle.” In this presentation, we will examine what these points mean to activity space in collective musical expression.|
|Ying||Xia||Star America Bilingual Educational Organization||China||Huijun Yin (Star America Bilingual Educational Organization) firstname.lastname@example.org | Ke Sun (Star America Bilingual Educational Organization) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Bilingual Curriculum Practice Based on Ecological Systems Theory||How to do ‘Bilingual Education’ for young children is a hot topic in China. A lot of kindergartens are trying to provide bilingual curriculum for children aging from 2 to 6 and they are facing many problems. For example, some of them have several English lessons a week, while during the rest of the time there aren’t any opportunities for children to use English. Some of them buy existing English textbooks, but the contents have few links to children’s life experience. And the biggest challenge for their bilingual education is there are few connections between the English part and the Chinese part.
In order to overcome the challenges mentioned above, we are developing and implementing our own bilingual curriculum in two kindergartens. Based on Bronfenbrenner’s ecological systems theory, our curriculum take the support from kindergarten, family, and community into consideration. The bilingual curriculum framework of each theme is co-dicided by both Chinese teachers and foreign teachers. And during a typical day, children are learning the same core concepts in both English and Chinese. In addition, their key learning contents can be seen in the classroom and the whole environment. We also work with families and the community regularly to reinforce children's bilingual learning.
We would like to take the opportunity of OMEP to share our experience on bilingual curriculum practice and to learn from others.
|Elena||Roussinova-Bahoudaila||OMEP Bulgaria||Bulgaria||Evelina Porolieva (OMEP Bulgaria) firstname.lastname@example.org | Ilonka Goranova (OMEP Bulgaria) email@example.com | Radoslava Goranova (OMEP Bulgaria) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Cultural-educational Parallels in the Foreign Language Education of Children in Preschool Age||The basic criteria in the foreign language interaction is the socialization and the communication, where the language competence of the child serves the general development of the child’s personality and in the same time is its product.
Our thesis is that the intercultural socialization enhances the educational strategies and motivates the child to learn foreign languages. The philosophy of the educational model demonstrates the subjectivity in the context of the cultural differences and the culturally pluralistic situations.
The need of play and live interaction objectifies the other cultures by enhancing the strive for knowledge and practical use of the language. The development of skills for orientation in the socio-cultural context of the language being learnt takes place at the same levels as the native language: socially-communicative, cognitive-evaluative, practical-testing, value- transforming.
|Yoshie||SHIRAISHI||AICHI SHUKUTOKU UNIVERSITY||Japan||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Recycling the cartons of milk to creative toys||There are plenty of empty cartons of milk in daycare centers in Japan.
Teachers in the private daycare center in Nagoya, made many large blocks from cartons of milk for toddlers. Firstly, toddlers created various kinds of play with their own block. For example, my table, my care and my stage. Next, they used blocks as a car and a bus. And together, they built a tower with blocks. Found a good wheel for the car! The teacher made a circular road. Drivers following a friend’s car. The teacher made the tunnel with her body and then children made a wider tunnel with blocks made from cartons.
In the class of 3-5 years old, children built the house, tables and something by using many cartons of milk. Children know well how to use the cartons of milk, because they have seen how their teachers did it since they were toddlers.
|Ming||Ti||Nanjing Normal University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Delayed KR- More Conducive to Maintaining and Migrating Children's Action Skills in Mastering Athletic Skills||Teachers or other instructors assist learners in mastering athletic skills by providing supplement feedback through sports skill learning. Knowledge of results (hereinafter referred to as KR) is a fundamental variable of sports skill learning. For a long time, the traditional views believe that providing feedback is more timely, learning results will be better. However, these early studies did not distinguish the differences between KR temporary performance and learning effects strictly and reduced reliability of research. After 1980s, researchers used maintenance or migration tests to reflect learning effects and concluded that delayed KR were more conducive to learners' action skills learing. Through
summarizing relevant researches at home and abroad and combining practical examples and general situations of children’s action skill learning in practical life, the article proved that delayed KR is more conducive to maintaining and migrating children's action skills.
|Yuanyuan||Guo||College of education science, Nanjing Normal University||China||Poster Presentation||FAMILY SUPPORT||The relationship between Father Involvement and Children’s Self-efficacy||In times of the social change in China, father manifested more and more important in children's family education. This paper surveyed a sample of 42 senior kindergarten students and their fathers, by using the Inventory of Father Involvement (IFI), interviews and specific situation tests. The results showed that: (1) On the four aspects of Father Involvement, support and plan, daily care, encouragement and praise, discipline and regulate, there were no significant differences on children’s gender, while significant differences on single child.(2)Huge individual differences exist in children’s self-efficacy.NO gender-specific or single child-specific have been observed .(3) Support and plan, daily care, encouragement and praise were significantly related to children’s self-efficacy, while discipline and regulate were not. Conclusion: Father Involvement plays important role in children’s self-efficacy.|
|Jie||Ma||Nanjing Normal University||China||Yu Zhou (Nanjing Normal University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||A Case Study of Comparing Kindergarten Environment Creation between China and the United States in Multicultural Perspectives||Environment is an important resource of preschool education. With the trend of increasingly frequent communications among different countries, multicultural enlightenment education based on local cultural identity is particularly important. This study investigated the educational functions of kindergarten environments from multicultural perspectives by comparing the University of Chicago Laboratory School in US and three kindergartens in southeast China.The results revealed that the University of Chicago Laboratory School is a highly multicultural and inclusive school, and three Chinese kindergarten environment creation is formalistic. Teachers in Chinese kindergartens lack the consciousness and initiative in using multiculturalism in environmental creation. The environment creation as a whole has the characteristics of formal stereotypes and single species. Finally, this paper provided some suggestion to Chinese kindergarten on how to use the environment to promote multicultural education, like teachers pay attention to new forms of artistic expression and actively absorb elements of regional characteristics in the environment.|
|CLAUDIA||ORMEÑO||UNIVERSIDAD SANTO TOMÁS||Chile||SANDRA RODRIGUEZ (UNIVERSIDAD SANTO TOMÁS) SANDRARODRIGUEZ@SANTOTOMAS.CL||Individual Paper Presentation||PLAY||Returning to the Game in Initial Education||Game, as a methodological strategy in initial education, has always been an irrefutable value for a nursery educator, from the contributions of the precursors in education until current times. As early as 1592, Comenio, considered the forefather of pedagogy, spoke about the existence of a methodology in education through game. Despite the relevance of game in the development process of young children and in spite of being considered a fundamental right in infancy, in recent years game in early education has been replaced in many institutions by activities seeking the development of late-acquired cognitive skills and knowledge. Numerous studies point out that there is a great dissonance between, on the one hand, the discourse on children rights, the respect for their reality, their rights to socialisation, their learning pace and individual development, and on the other hand, the current curricular framework in Chile. These days, in the work carried out in classrooms in our country, we can still observe there is an incorrect conception of game as being opposed to work which, added to a rigid school agenda, contributes to game being attributed a very low, if any, educational value. The Chilean society is increasingly over-schooled, and playful activities for children are often cast away in favour of literacy development, or other activities that are characteristic of primary education.|
|Pete||Moorhouse||St Werburgh's Park Nursery School and University of Bristol, Graduate School of Education||United Kingdom of Great Britain and Northern Ireland||Individual Paper Presentation||ART||The Value of Learning Through Woodwork in Early Years Education||This research evaluates the significant impact woodwork has on young children. It collates 15 years of practice and research. Teachers observed exceptional levels of engagement and concentration accompanied with real persistence with challenging tasks especially with complex problem solving. A cross-curricular activity, encompassing all areas of learning and development, woodwork develops children’s creative and critical thinking skills and is seen to have significant impact on children’s self-esteem and self-confidence and sense of agency and well-being. Research focused on closely observing thinking processes, creative and critical thinking and artistic expression as children find creative solutions to the problems woodwork presents. Analysis is based on evidence of children aged 3-6. We evidenced exceptional levels of concentration as well as contentment. This process was seen to create a state of “creative flow” in which is equated with feeling emotionally fulfilled. Working with wood provided children with a connection to nature, discovering the properties and gaining understanding of ecology and sustainability by exploring the wider contexts. The conclusion from the research is the importance of working in an open ended way, following their own ideas and solving their own problems. Children developed their creative and critical thinking skills, analysing and synthesising information. It was evidenced that it contributed to all areas of learning and development.|
|Ingrid Pramling Samuelsson||Pramling Samuelsson||OMEP||Sweden||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||Presentation of the OMEP ESD award winners of 2018||Innovative Practices in Education for Sustainable Development:
This session will highlight exciting sustainability projects presented by the winners of the OMEP’s 2018 Education for Sustainable Development (ESD) Awards.
Members of the Working Group on ESD will also provide information about OMEP’s global leadership in the area of early childhood ESD. There will be time for participants to share their ideas about how early childhood education and OMEP can contribute to a sustainable society.
|Doris||Velan||Faculty of Educational Sciences, Juraj Dobrila University of Pula||Croatia||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||What do children have to say about Kindergarten? We forget to ask those who matters most.||Among educational institutions evaluation become a very important part in measuring the quality of institution and educational work. Special emphasis is placed on the importance of institution self-evaluation. Even though children in pre-school education institutions are directly involved in educational process, their opinion was rarely examined because of methodological difficulties that arise when that attempts to implement. Child perspective should not be ignored in the self-evaluation so we, in kindergarten Pazin, conducted research in which we included 87 children at age of 6 or 7 (the year before starting school in Croatia). The aim of this study was to examine children’s opinion about 5 segments of their stay in kindergarten: the atmosphere, material and educational conditions, stimulation of children's development, sensitivity to children's needs and children´s autonomy. The results showed that children less recognize active role of teachers and parents and also their own active role in deciding about activities in kindergarten. Children evaluate artistic and manipulative activities like the most presented, and research activities as the least presented. Almost all children evaluate environment and material conditions satisfying. Most children stated they liked going to kindergarten because of toys, friends and common games. When they were asked what they would change, they mostly gave answers focused on the spatial conditions and children autonomy in making decision.|
|Lena||Baeckstroem||Kristianstad university, Sweden||Sweden||Individual Paper Presentation||FAMILY SUPPORT||The welfare of children and families is at the hub of the welfare state.||The welfare of children and families is at the hub of the welfare state. The research of Heckman, Stixrud and Urzua (2006) highlights the importance of the families in nurturing and fostering children during their upbringing. Parents’ understanding of the relevance of education to children was paramount in relation to the development of cognitive and non-cognitive abilities – as well as sociability. The possibility for this is the generally organized welfare system that provides supporting systems of primary health and care for children and their families (Emmenegger et al., 2012). The implementation of child care centres, day care institutions, preschools and after-school centres in the Nordic countries shows how the statement “It takes a village to raise a child” can work in practice. In the welfare society there is a need for “deputy parents”, “vicarious parents” and “acting adults” who can complement the role of parents and stand in when they are absent. The fact that childcare, schools and health services as institutions for families and children would not exist without the existence of families is seldom called into question in the field of childhood and family research. Such a proposal shows that the children and their families as institutions, with good reason, can be assumed to function as services for the society as well (Oldman, 1994).|
|Nilüfer||Yangıncı||MEB Özel Cıvıltı Anaokulu||Turkey||Perihan Tuğba Şeker (Usak University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Speaking About Phılosophical Concepts and Getting Acquainted with Phılosophers in Early Chıldhood||The aim of the research is fındıng the answer of “Does the phılosophy for chıldren(P4C) educatıon practıce affect chıldren’s cognıtıve, emotıonal and socıal skılls ?” The research was based on Lipman's "P4C". Qualitative research method was used. A total of 11 weeks were pilot applıcatıon, and 11 weeks actual application. The survey utilized three data collection tools:observation, interview and document analysis.The cognitive domain is the mental activities aimed at understanding what is meant, establishing relationships between concepts, establishing relationships with daily life, preparing questions, turning to thinking, using different thoughts, and thinking from different angles.The affective area is the emotions and behaviors that include enjoyment, liking, attracting attention, being aware of curiosity and using it in daily life. Social space is limited to students' understanding of each other, discussion with each other and problem solving. A behavior observation form was created for all these areas. And "philosophical achievement form" to measure the philosophical impact of "P4C" to measure its philosophical appropriateness. It was also aimed to conduct a preliminary test that measures preliminary knowledge of the ten concepts and "philosophy and philosophers" that are dedetermined to measure the effectiveness of the P4C Program on the concepts that received. Despite being practiced once a week, "P4C" education in general has increased awareness of children.|
|Catherine||Meehan||Canterbury Christ Church University||United Kingdom of Great Britain and Northern Ireland||Individual Paper Presentation||FAMILY SUPPORT||Perceptions of Parents: Are parents partners in children’s education? A six country study, development and validation of a scale to measure perceptions about parents||Research in the field of trainee teachers’ and practitioners’ perceptions about partnerships with parents in early childhood education and care resulted in the development and validation of the Trainees’ and Students’ Perceptions about Parents Questionnaire (TSPPQ). Samples of 230 second year trainee primary education teachers (Meehan and Meehan, 2017) were used to validate the structure of this questionnaire which was administered to 519 trainee teachers and practitioners. In order to develop the instrument, a standard psychometric framework was used to inform the design of the instrument. Four dimensions of trainee teacher and students’ perceptions about parents were identified: perceptions about the role of parents, perceptions about parents, perceptions about characteristics that are supportive of positive relationship of parents and perceptions about characteristics of parents that create barriers to positive relationships of parents. The internal consistency reliability for all four scales was very sound. Multilevel analysis revealed significant differences between countries for all four scales. The TSPPQ has the potential to be used by trainee teachers and practitioners in professions working with children and young people and their parents and families in a range of setting types around the world. This presentation presents the findings of the research and will invite workshop participants in an opportunity to consider the relevance of the study to their country.|
|Qiong||Wu||Northeast Normal University||China||Wei Yao (Northeast Normal University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research on the preschool teachers’ job satisfaction in rural area of China||This study used questionnaire to survey the current situation and influencing factors of preschool teachers' job satisfaction in the rural of China. According to the development level of the provincial GDP, the teachers of 56 kindergartens in 12 provinces were selected to issue 800 questionnaires, and 651 valid questionnaires were collected.
The results show that the current preschool teachers' job satisfaction is at the the moderate to upper level (M = 3.79). The reason is that China has increased its investment in public kindergartens in rural areas, carrying out projects such as the National Training Plan, Rural Teacher Support Program in the last 10 years. It greatly increase the satisfaction of rural preschool teacher, such as training opportunities, job stability and office conditions. And the sense of achievement from work is significantly enhanced.
The main factors affecting the rural preschool teachers’ job satisfaction are: the type of the kindergarten, the teachers’ education, the salary and the training opportunities.
Therefore, the key to improve rural preschool teacher’s job satisfaction is to reasonable increase teachers salary and appropriately care about teachers’ rewarding, provide high quality training for teachers and satisfy their needs of professional development, reduce the pressure of teachers’ work and enhance their professional identity.
|Desley||Jones||Ballymore Kindergarten and Preschool||Australia||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Creating a Caring Community of Learners…for All||Brain research tells us that secure positive relationships are crucial for young children’s learning and development (Michael C. Nagel, 2012).
This workshop presents a framework for planning and teaching with an emphasis on building positive relationships for all children. It is implemented in small community kindergarten in Brisbane, Australia and supports inclusive practice for children with a diverse range of interests and abilities as well as ethnic, religious and language backgrounds.
Curriculum decisions are determined by 6 core elements:
1. Respect and empathy – acknowledging children’s feelings and experiences is the starting point for intentional teaching
2. A supportive base - the physical, social, emotional and psychological environment supports children to face challenges in the group setting and beyond
3. Self regulation - helping children to recognise, understand and manage emotions, behaviour and cognitive skills.
4. A sense of agency – a “strengths based” view of young children, using play to give children a sense of worth and competence and develop respect for themselves and others, together with a range of skills.
5. Problem solving - problem solving, in all areas of the curriculum, enhances emotional and social wellbeing, as well as thinking.
6. Communication - considers the complexities of communication to help children develop a consciousness of others and to be respectful communicators
|Yao Keyi||Yao||Nanjing Normal University||China||Poster Presentation||ART||Imagination and Kid's Art||This study will observe the current situation of children art education activities and explore the exhibition of children’s creative spiritual world in art activities. It explores the effects of imagination in creating art works and the future development of children. Some effective strategies will be given here to promote children’s imagination in art activities.
This study shows that children's imagination works in art activities and it provides educators effective channels to let children express themselves in the process.
This study adopts observation method, interview method and literature research method.I observe the environment, the art activities, the art works and children’s thoughts.I interview children and teachers, use various theories to explore the ways to promote children's imagination and the influence of imagination for children's future.The results show:
Firstly,current status of art activities focuses on skills and ignores children's imagination.Besides,single standard in evaluation ignores the individuality of children.
Secondly, there are ways to promote imagination: Provide various tools and materials; Create a learning environment helping children to create and express themselves;Guide and motivate children to view things in their own ways and so on.
Last, the effects of imagination on children's future and the society are notable.It is beneficial to stimulate children’s self-confidence and potential.Imagination values in children’s future pursuit.
|Adrijana||Visnjic Jevtic||University of Zagreb, Faculty of Teacher Education||Croatia||Katarina Bogatic (University of Osijek, Faculty of Humanities and Social Sciences) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Child-centredness in ECEC curriculums of some European countries - practice following policy or vice versa?||The re-positioning of children in society based on a perception of children as active participants in the contemporary world lead to a new approach to children’s learning. Despite the relatively new role of the child, ideas about child-centredness have been in the spotlight for a long time. Although child-centredness is often discussed in relation to children’s perspectives, it can be also discussed as an adult idea about what best interests of children are; ideas that are therefore not authentically children’s perspectives.
For the purposes of the project “Interpreting Child-Centredness to support Quality and Diversity in Early Childhood Education and Care” ECEC curriculums of six project participant countries were compared to ascertain whether elements of child-centred practice could be found in their curriculums. These elements (uniqueness of the child, learning through play, respect for children needs, interests and capacities, individual learning strategies, child participation) were present in educational policies of all analyzed countries.
However, ECEC practice might differ from a described approach due to different understandings of the term child-centredness, due to ECEC educator’s personal, implicit theories about child-centredness or due to contextual obstacles. It is reasonable to compare whether these documents were the foundation for implementation in practice or whether they have been created following examples of good practice.
|Lisa||Sonter||University of New England||Australia||Desley Jones (Ballymore Kindergarten, Brisbane.) email@example.com | Sue Southey (Springwood Kindergarten, Brisbane.) firstname.lastname@example.org||Self-Organized Symposium||PLAY||Playful thinking: Building executive functioning capacity through children’s play ideas.||Executive function (EF) skills are the higher order cognitive functions that include working memory, self-regulation and cognitive flexibility. Enhancing the development of EF skills involves individualised teaching that provides opportunities for children to make choices, direct their own activities with decreasing adult supervision and the promotion of sustained joint attention (Center for the Developing Child, Harvard University, 2011). The promotion of EF skills is fundamental to achieving quality education and improving learning outcomes (UNESCO, 2015).
Make believe play is a universal activity for preschool aged children and a highly effective strategy for supporting children’s EF development (Bodrova & Leong, 2007). Similarly, play projects where children select their own topics for research, construction and play afford opportunities for scaffolding individual children’s EF skills. This session explores the processes and tools that support children to engage in and enrich their play, and the role of educators in supporting children to achieve their goals whilst building EF capabilities. The presenters are very experienced Australian early childhood teachers who share varied perspectives on using an executive functioning lens to understand and extend their work with children. Each paper showcases examples of practice and play to exemplify the intentional use of drawing as a tool to develop guided and reflective planning to support young children’s play ideas.
|HÜLYA||BİLGİN||Marmara University||Turkey||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||AN EXAMINATION OF THE RELATIONSHIP BETWEEN THE COUNSELLING QUALIFICATIONS AND THE CLASSROOM MANAGEMENT SKILLS OF PRE-SCHOOL TEACHERS||Pre-school teacher is the natural leader and counsellor of his/her own class in addition to be being a classroom teacher. A pre-school teacher who attaches importance to counselling, tries to create a free, comfortable, warm and secure environment for the child to improve in a healthy way in all aspects, adapt to the school environment and realize his/her potential. Most of the educational practices take place in the classroom. A pre-school teacher with excellent classroom management skills will be influential in the children's adoption of correct behaviors and the increase in their success. The purpose of this research is to examine the relationship between the counselling qualifications and the classroom management skills of pre-school teachers. The relational screening model has been used in the design of the research. The research has been conducted with a total of 170 pre-school teachers serving in Istanbul in the 2017-2018 academic year, of whom 159 are women and 11 are men. Measurement tools used in the research are the Scale for the Counselling Qualifications of Pre-School Teachers and the Scale for the Classroom Management of Pre-School Teachers. The Pearson product-moment correlation coefficient and the Simple Linear Regression have been used in the analysis of the data. According to the obtain results, it was observed that a meaningful relationship exists between the counselling qualifications and the classroom management skills of pre-school teachers.|
|Haimin||Liu||Faculty of Education, Northeast Normal University||China||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||The Professional Support and Cooperation of Early Childhood Education in China||China is the most populous country, and has the world's largest early childhood education around the world. In recent years, Chinese experts and research agencies in early childhood education are providing numerous professional support and cooperation in order to enable every child to have an equal access to high-quality education in early ages:
1. Professional Standardized Support. First, the Guidelines of Learning and Development of 3-6 Years old Children in China has established concrete guidance of courses and activities in five fields, such as health, language, society, science and art. Second, the Kindergarten (early childhood education settings for 3~6 year-old children) Teachers Professional Standards (KTPS) clarifies the professional qualities that kindergarten teachers should possess. Third, the Kindergarten Principals Professional Standards indicates the essential abilities and responsibilities that kindergarten principals should possess.
2. Professional Research Support.At present, universities and more than 150 scientific research institutions in China are engaged in research on early childhood education, providing scientization support.
3. Professional Evaluation Support.The promulgation of the Specialized Accreditation of Early Childhood Education has set up professional evaluation standards for evaluating the specialty of early childhood education in colleges and universities, and provides support for the standardization of teacher training in China.
|Stanislav||Michek||University of Hradec Králové, Faculty of Education, Institute for Primary and Pre-Primary Education||Czechia||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Differences of teacher salaries from pre-school to upper secondary education in OECD countries||The development of competences of early childhood education is influenced by the quality of their teachers. The quality of teachers links with salary, which motivates them. The aim of the poster is to analyze the teachers’ salaries in pre-primary, primary and secondary education as full-year workers with tertiary education. There are differences between countries in access to the salary of teachers, for example, in Australia, these categories of teachers are between 82 % and 85 % of the salary of workers with tertiary education, 83 % of the salary workers with tertiary education in Scotland equals, and in Finland, general upper secondary teachers have 69 % higher salary than pre-primary teachers. At the contributon is discussed the reasons for these differences, such as the tradition of teacher reward, the gender structure of teachers, the attitude of the society to pre-primary education, and the complexity of work.|
|HYEKYUNG||JUNG||Kangnam University||South Korea (Republic of Korea)||Poster Presentation||ART||A Study on Mobile Apps for Young Children: Focused on apps with Korean folk tales||In this study, we will analyze the problems of existing Korean folk tales mobile apps for young children and find solutions for them. Because the apps have not taken advantage of the features and effects that mobile devices offer educationally.
As a result of examining at the various aspects of the Korean folk tales app, such as content, screen composition, characters, subtitles, sound, design, and educational programs, there were some problems. The most apps with folk tales are unclear for educational purposes. Characters on the apps are not enough to stimulate the curiosity and imagination of infants and young children. In addition, the apps are designed in such a way that young children see and hear fairy tales, but there are very few educational programs that help them understand and apply stories.
In conclusion, if the apps design the subject of the story in various ways and organized the items by considering the stages of the child`s development, young children could learn the stories step by step. They combine recently technologies such as AR, VR, and mixed reality, young children could enjoy the stories in a dynamic, as well as stereoscopic ways. In order to maximize the effectiveness of early childhood education, we should not only educate traditional fairy tales as culture prototypes, but also to develop new forms of fairy tale fairy tale apps. It is a way to incorporate young children's favorite characters and programs into old stories.
|Arja-Sisko||Holappa||Finnish National Agency for Education||Finland||Kati Costiander (Finnish National Agency for Education) email@example.com | Kirsi Tarkka (Finnish National Agency for Education) firstname.lastname@example.org | Pia Kola-Trovinen (Finnish National Agency for Education) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Adapting new tools - contributions from European IECE project||Inclusion has been one of the main goals for Finnish Education for the last decades. In spite of clear goals, the implementation has not been easy due to long traditions of separate schools and educational paths. At the moment the situation in Finnish early childhood education is good, there are well orgaized services available in all parts of the country. All children are entitled to early childhood education and children with special needs get extra support. Though, participation to an European IECE development project led by European Agency for Inclusive an Special Needs Education, pointed out several critical aspects in Finnish early childhood education. There still is a lot of development work ahead both on legislative and practices levels. IECE project produced evaluation tools that can be used both by national authorities, local education providers and kindergaten personnel.
The presentation will offer a quick overview of the history of development of inclusion in Finnish early childhood education and some insights on how new European evaluation tools can be implemented and used in developing better education for all children.
|Yveta||Pohnětalová||University of Hradec Králové, Faculty of Education, Institute for Primary and Pre-Primary Education||Czechia||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Parents' attitudes to alternative educational concepts in pre-school education||The paper´s topic are results of research which was looking for parents attitudes towards alternative educational concepts in pre-school education. The first part of the study describes the development of pedagogical alternatives in pre-school education and provides their current overview in the Czech Republic. The second part presents the results of a quantitative survey aimed at identifying parents' attitudes towards selected alternative educational concepts. The results have shown that parents know about the existence of educational alternative concepts (such as Montessori, Waldorf), but their knowledge is often inaccurate and superficial.|
|wenwen||Zhu||Nanjing Normal University||China||Poster Presentation||PLAY||How to promote learning through play effectively?||In recent years, preschool circles in China have introduced many preschool programs to promote learning through play, but are they able to popularize teaching by games so fast that children can really learn in games? In this paper, through the way of observation and interviews, to compare the effects on children in a period of time before and after the game ,I found that most children did not achieve the goal that the teacher want them to reach in this game.The paper also shows the reason, most of the kindergartens only pay attention to enrich the form and content of the game, but not really for children. As John Dewey said, we should attach importance to children’s attitudes on game, from the research we find that we should give children full freedom, to stimulate children's interest in the game, provide suitable material for the children of different characters and ages, provide enough time and space for children, and give children chances to share their ideas during playing. With these conditions, we find that children can learn more effectively through play.|
|Ivana||Viskovic||Faculty of Humanities and Social Sciences, University of Split||Croatia||Esmeralda Sunko (Faculty of Humanities and Social Sciences, University of Split) firstname.lastname@example.org | Branimir Mendes (Faculty of Humanities and Social Sciences, University of Split) email@example.com||Individual Paper Presentation||PLAY||Understanding Child’sPlay in the Context of Kindergarten||The personal paradigm of preschool teachers is significant in understanding child’s play. Thus, the multidisciplinary play phenomenon has been considered by the preschool teachers in the social context of a kindergarten. A Questionnaire MODI (α= .78) was constructed for this purpose. Behavior and views were assessed through the factors of independence, collaboration, and environment conditions.
Preliminary research findings suggest that most respondents are reluctant to introducing ICT into the educational process (M=2.25; SD=1.02) and work with children with disabilities (M=2.03; SD=1.33). There was a slight positive correlation between the respondents’ length of service and the view that CWD should be taught about how to play (r=.35; p≤.05). The length of service is slightly negatively correlated with the view that natural materials encourage creative play in children more than the didactic toys do (r=-.29; p≤.05) and the assessment of the purposefulness of daily play in nature (r=-.21; p≤.05). By using a one-way ANOVA, the difference between the assessments of purposefulness of daily play in nature with regard to the respondents’ level of education was determined (F= 3.47; p≤.05).Post hoc analysis points to the difference between the assessments of preschool teachers with a lower level of education and those with a higher level of education. Findings suggest that preschool teachers need additional education on child’s play and possibilities of augmentative technology.
|Charilaos||Zaragkas||Department of Early Childhood Education (E.C.E.D.U.), University of Ioannina, Greece||Greece||Vassiliki Pliogou (Department of Early Childhood Studies & Special Education, Metropolitan College of Thessaloniki) firstname.lastname@example.org | Anna Angelaki (Primary Eucation of Ioannina, Greece) email@example.com||Poster Presentation||PLAY||The contribution of improvised dramatization of a short story to young children’s group motor game. Case study of a public kindergarten in Ioannina||The purpose of the present study was the implementation of a psychomotor intervention program with group-kinetic - traditional games that were applied after the improvisation and role-taking by the children themselves, as well as the study of: a) kinetic behavior through the young children’s performance in an array of motor skills tests, and b) elements of the children’s social interaction with each other such as cooperation, consciousness, tolerance and respect. Prior to the implementation of the program, the parents and primary education authorities were informed and their consent was given. The sample consisted of six young children (three boys and three girls aged 69 to 75 months) of a public kindergarten in the city of Ioannina. The program was implemented for six months, (October 2016 - April 2017) , took place three times a week for forty-five minutes and it seemed like they liked it very much and were amused by it. The kindergartener and the research team responded to the questionnaire used in the initial and final assessment for the concepts of social interaction. The evaluation of the program showed that children initially had elements of tolerance and respect, apperception and cooperation, but then they improved much like their motor skills.|
|Lugen Ceren||Kıyan||Ankara University, Faculty of Health Sciences, Department of Child Development||Turkey||Ender Durualp (Ankara University, Faculty of Health Sciences, Department of Child Development) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Comparison of Emotional Situations of Children with Cancer to Healthy Peers||The aim of this study was to compare the emotional status of children with cancer between the ages of five and twelve with their healthy peers. The study groups of the research consists of children with cancer disease between the ages of five and twelve which have inpatient treatment at pediatric oncology service and healthy peers of the same age and gender. Totally 70 children, with 35 cancer who took inpatient treatment and two or more chemotherapy treatments between the dates September-November 2017, and also whose families accepted to participate in the research and 35 healthy children who live at the center of Ankara, and were chosen with easy sampling method were included to the research. When collecting the data, "General Information Form" was used to determine the sociodemographic characteristics of the children and their families and the pictures drawn by the children were used to determine the emotional situations of the children. Pictures were evaluated according to the expert opinions using Koppitz's "Draw a Man" evaluation test. The Chi-Square test was used to evaluate the data. The coherence between the experts was determined by the Cronbach Alpha value which was found 0.83. According to findings of the research, it was concluded that the impulsiveness, self-insecurity, anxiety and anger-aggressiveness (p>0.05); shyness-timidity (p|
|IVALDI||MARIA ELIZABETH||OMEP URUGUAY||Uruguay||MILAN ALICIA (OMEP URUGUAY) email@example.com | BISSIO ADRIANA (OMEP URUGUAY) firstname.lastname@example.org | RAMIREZ FANNY (OMEP URUGUAY) email@example.com | TERNANDE MARIA ROSA (OMEP URUGUAY) firstname.lastname@example.org | AMEIGENDA SHIRLEY (OMEP URUGUAY) email@example.com||Individual Paper Presentation||TECHNOLOGY||PLAN CEIBAL- PROYECTO "UN CEIBAL EN EL JARDÍN"||Uruguay ha sido un país pionero en posibilitar el acceso a una computadora por niño (modelo uno a uno) en sus escuelas públicas desde el año 2008. Este proyecto impulsado por el gobierno uruguayo se denomina PLAN CEIBAL ("Conectividad Educativa de Informática Básica para el Aprendizaje en Línea")
En el año 2011, el Plan CEIBAL llegó a los Jardines de Infantes públicos acompañado de un proyecto pedagógico titulado “Un ceibal en el jardín”.
La experiencia acumulada posibilitó que al elaborarse el “Marco Curricular para la atención y educación de niñas y niños uruguayos desde el nacimiento a los seis años” en el año 2014, se incluyera dentro del “Área de la Comunicación” un Eje denominado “Lenguaje Multimedial”, lo que significó una innovación para nuestra región.
Luego de más de seis años de aplicación del proyecto “Un ceibal en el jardín” en los Jardines de Infantes públicos del Uruguay, hemos podido recoger experiencias de buenas prácticas, algunas de las cuales deseamos compartir en este congreso que celebra los 70 años de una organización pionera en la defensa de los derechos del niño como lo es la OMEP.
Consideramos que para la OMEP Mundial resulta un desafío continuar promoviendo la defensa de los derechos del niño en el contexto de una sociedad actual cada vez más mediada por la tecnología.
|ELBA||DOMACCIN||OMEP ECUADOR||Ecuador||Poster Presentation||ART||Literature and Dramatization in Early Childhood||Art is an own and distictive activity of human beings, literature and dramatization as an artistic expression alow the child through a creative practice a better understanding of the world, scientifically and socially considered.
That is why literature and dramatization is necessary to put them at the service of Early Childhood Education. Well, the children there meet their spontaneity and benefit them in their integral development. It must be practiced by all children, not only by those who have more ability and be permanently in the Educational Centers.
|Marcia Andrea||Palma Morales||JUNJI araucania||Chile||Individual Paper Presentation||PLAY||I choose, play and learn||Game in Areas is a methodological strategy created in Germany that respects the values of the Curricular Bases and covers all the elements of active learning: materials, manipulation, choice, language, zone of proximal development and adult support.
A methodology of work inspired by the contributions of the High Scope curriculum has been devised, focused on providing learning environments that stimulate the curiosity and interest of children, in accordance with institutional axes such as favoring educational environments that promote positive interactions and protagonism, encouraging: Autonomy; Exploration / Curiosity; Scaffolding / mediation. Adults observe to later join the children's game, enriching the reflection and feeling of security.
These have been organized in areas of interest: Construction, Representation, Discovery, Art, Communication / Toys. These are flexible, enabled according to the interests and needs of children, with materials created, using the criteria of reuse and recycling.
The planning is done by choosing an expected learning by area establishing adult mediation to encourage learning, considering the children's choice.
The pedagogical contribution is summarized in three arguments:
- Permanence in time of this methodology.
- Presence in educational quality proposals validated with scientific rigor.
- Real protagonism of the child.
|Zhenyou||Yu||College of Preschool Education, Capital Normal University||China||Ruizhi Yu (Center for Information Systems and Technology, Claremont Graduate University) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||Family Background and Home Learning Environment in Early Childhood||It has been proved that the home learning environment (HLE) is critical for child development and the quality of early childhood home learning environment predicts the future academic achievement, but its relationship with family background is unknown. The present study explored the home learning environment for Chinese children of 3-6 years old and examined its dependence on the family background, e.g., family characteristics and parental educational beliefs. The study recruited 604 parents in Beijing completing survey questions on parental educational beliefs and home learning environment. The significant relationships were found among family characteristics such as socioeconomic status (SES), the primary caregiver or migrant/local resident, parental educational beliefs, and the home learning environment. Multiple regression analyses revealed that parental educational beliefs mediated the association between SES and the HLE. Threshold effects were also found in the significant influence of SES to the HLE. Implications for research and intervention are discussed.
Keywords: Home learning environment (HLE); Parental educational beliefs; Socioeconomic status, Early childhood
|Li Hui||LI||Nanjing Normal University||China||Li Hui Li (Nanjing Normal University) email@example.com||Individual Paper Presentation||PLAY||The value and resistance of regional activities to children's development||The kindergarten regional activity as an important part of the kindergarten curriculum, can promote children's cognitive development, enhance children's physique, promote the social development of children, but the realization of the value of regional activity is limited by low student-faculty ratios, philosophy is not science, the guidance of teachers activity design can't meet the demand of young children's inherent.Government increasing the financial input in preschool education to improve ratio of teacher to child , at the same time All teachers more tacit understanding to teachers utility optimization ,strengthen the teacher training, teachers' correct understanding of their role in the regional activities, enhance the understanding of young children are effective measures to better realize the value of regional activities.|
|Ji-Young||Yoon||Changwon National University||South Korea (Republic of Korea)||Poster Presentation||ART||The Effect of Musical Drama for Children Performing Program on Movement Teaching Anxiety and Movement Teaching Efficacy belief for Preservice Early Childhood Teachers||The purpose of the study is to investigate the effect of musical drama performing experience on preservice early childhood teachers’ movement teaching anxiety and movement teaching efficacy belief. The program was held on total of 41 enrolled in Early Childhood Education in C University located in Gyeongnam, Republic of Korea(21 students of experiment group and 20 students of comparative group). The subjects had experiences of performing musical drama using picture books for 16 weeks.
The study suggests following conclusions:
First, a musical drama performing program gives positive impact on movement teaching anxiety for pre-service early childhood teachers, and state anxiety or trait anxiety, which are the sub-factors of movement teaching anxiety, has significantly decreased by the program. Second, a musical paly performing program also has positive effect on movement teaching efficacy belief for preservice early childhood teachers, and personal efficacy or outcome expectations efficacy, which are the sub-factors of movement teaching efficacy belief, has been significantly improved. Such results suggests that a musical drama performing program, in addition to regular college curriculum, can be meaningfully influential on college students.
|Young||Shim||Seowon University, Department of Social Welfare||South Korea (Republic of Korea)||Okjong Ji (Korea National University of Transportation, Department of Early Childhood Education) firstname.lastname@example.org||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||A comparative study on the consumption perceptions of early childhood teachers and parents for sustainable development||Education for Sustainable Development(ESD) from early childhood is important for sustainable life. One area of ESD for young children is ‘sustainable consumption’ related to economic aspect. Teachers and parents of young children are very important factors for ESD, because they are the most influential persons on young children’s development and the education that parent and teacher cooperate with is effective way for ESD. The purpose of this study is to investigate and compare the consumption perceptions of early childhood teachers and parents. Consumption is a series of process consisting of 4 domains (allocation, purchase, use and disposal). The research method was to develop a questionnaire on consumption perception (4 domains), using 5 Likert scales. The survey was performed with each of 200 early childhood teachers and parents. Data analysis methods were frequency, percentage, mean, correlation, t-test, etc. using SPSS Window program. The results of this study are as follows: The perception score about allocation among 4 domains was the highest for both early childhood teachers and parents, followed by disposal, purchase, and use. There was a significant difference in perception score of disposal between early childhood teachers and parents. Based on these results, three points were discussed on the consumption education for early childhood teachers and parents and two further studies were proposed.|
|Toshioko Kaneda||Professor||Tokyo International Welfare College||Japan||Naomi Hiura Professor (Kwansei Gakuin University) email@example.com | Motoaki Hagiwara Professor (Gunma University) firstname.lastname@example.org | Msayo Kawakita Associate Professor (Jumonji University) email@example.com | Noriko Sakai Nursery School Director (Siomigaoka Nursery school) firstname.lastname@example.org | Hiroko Okamoto Lecturer (Kindai University Kyushu junior college) email@example.com||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||ESD for Young Children and Teacher Training: How to share the sensitivity for human equality with children.||It is said that Education for Sustainable Development (ESD) has three pillars; environmental, socio-cultural, and economic pillars（Siraj-Blatchford & Pramling-Samuelsson,2012）. We are very much interested in socio-cultural aspect of ESD, especially how to share the sensitivity for human equality with children .To consider the issues of teacher training for ESD, the purpose of this study is to know teacher’s attitudes toward children and her(his) beliefs concerning human equality when she(he) comes across children’s discriminatory behaviors.
Method：After explaining the purpose of this study and ethical consideration in advance to the research cooperator (teacher for young children), each researcher conducted the semi-structured interview on their attitudes toward children and beliefs of their attitudes using the picture about ①gender, ②senior citizen, ③handicap, and ④race.
After that, each answer was rated by the degree of recognition of human equality, the degree of intervention to the children and the degree of emphasis of the guidance process.
Finally, we considered about the feature of Japanese teacher’s attitudes toward children concerning human equality from the perspective of teacher training.
Result: The results of this survey suggested that Japanese teachers tended to "teach" “right answer” or “right behavior” directly rather than she(he) spends time for attaching importance to the process which children think how should do by themselves.
Instead of teaching "right
|Junko||Hamaguchi||Ochanomizu University/ OMEP Japan||Japan||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Quest for the Sustainable Nature of Early Childhood Education and Care: Having Dialogue with ‘the Japanese Froebel‘ Sozo Kurahashi’s Life and Work as the Foundation for Questing Sustainable Development Goals for ECEC||The presentation attempts to depict the philosophy and work of Sozo Kurahashi, so-called Japanese Froebel, and to identify the implications for achieving sustainable development goals in the field of Early Childhood Education and Care (ECEC) globally from his works. Sozo Kurahashi(1882~1955) was a child psychologist and pursued his academic career at Tokyo Women's Higher Normal School (currently, Ochanomizu University), the first teacher training school for women in Japan. Kurahashi’s research for ECEC theory and curriculum was developed and refined mainly at its affiliated kindergarten which was the first ECEC facility (established in 1876) in Japan. He perceived children’s lives holistically, and stressed the importance of creating children’s spontaneous-play-based ECEC valuing children’s interactive communication. The theory had impacted the foundation of modern ECEC guidelines of Japan (Moriue, 1989). The uniqueness of his writings (Kurahashi, 1931;1934) is artistic utilizing poetic rhetoric which has been admired by Japanese ECEC practitioners. The presentation focuses this area of his work such as highlighting a Japanese adjective word, ”sanagara” meaning “to be natural” and “being as it is,” and to examine the relationship with the adults’ role and development of ESD. Moreover, Kurahashi’s inspiration and intentionality for ESD through approaching his idea for ‘forest kindergarten’ introduced in 1911 in the early stages of his career.|
|YUMEI||HAN||SOUTHWEST UNIVERSITY||China||XIAOPING YANG (SOUTHWEST UNIVERSITY)||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Conceptualization and Assessment of Key Competencies for Children in Preschools – Based on a survey in Southwest China||This study explores the conceptualization of key competencies that children are expected to develop in three year preschools (age 3-6) and the assessment practices of such key competencies in China. Based on sense making theory and framework, this study adopted multiple stakeholders’ perspectives and grass root voices to conceptualize and operationalize key competencies for children in preschools in Southwest China. With self-developed tools, the authors conducted a two-phase sequential mixed method study to address three main questions: (a) How is early childhood key competency defined from literature? (b) What domains and components are regarded to constitute the key competency framework for children? (c) How are key competencies been assessed, and how such assessment contribute to enhancing early childhood development quality? Rudimentary findings show that: (a) stakeholders have agreeable concerns on the significance and necessity of conceptualization and assessment of key competencies for children in preschools, (b) a key competency framework composed of 5 domains and 16 indicators was constructed, (c) different stakeholders showed consistent highlight on competencies in the physical development and healthcare domain and consistent ignorance of character domain concerning children’s independency, self-regulations, social responsibilities. The authors finally put forth reflections and implications for stakeholders within similar context.|
|Lin||Han||Nanjing Normal University||China||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Current Status, Value and Measures of Chinese Preschool Education’s Entering Community||The community plays an important role in the preschool education. This study intended to analyze the current status and value of Chinese preschool education entering community and to provide the corresponding education suggestions. After comparing the degree of utilization of community by preschool education at home and abroad, it is found that many current problems including prominent administrative management color, insufficient interactive positivity between the kindergarten and community and lack of awareness of children, exist in Chinese preschool education. By combing the related problems, this study has put forward the measures of how to reduce the administrative management color and strengthen the cooperation between the kindergarten, community and family.|
|Emily Mwan Yi||Choi||School of Continuing Education, Hong Kong Baptist University||Hong Kong||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Effectiveness of Dialogue Reading on Enhancing Language Ability in Children with Language Delay||Language ability plays an important role in children’s development. It is therefore vital to identify effective strategies to facilitate language development of children with language delay.
The purpose of this study was to examine the effectiveness of dialogic reading on the language ability of child with language delay. The dialogic reading intervention of this study consisted of 8 sessions. In each session, a new picture book was read with the child using dialogic reading techniques, and different checklists and forms were used to capture the child’s performance in different areas: question comprehension, narrative ability and syntactic ability. The target child was pre-tested and post-tested on expressive vocabulary and narrative areas, including (1) the Renfrew Bus Story test; and (2) Cantonese Oral Language Deficiency Early Identification Test for Pre-Primary Children (CEIT). Results showed that the child showed significant improvements in expressive vocabulary and narrative areas. Findings of this research study suggest that kindergarten teachers can make good use of dialogic reading techniques with children in order to enhance their expressive vocabulary ability. Furthermore, teachers can ask children questions related to story grammar in order to enhance their narrative ability.
|Yueting||Yang||Xi’an First Nursery School||China||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Micro Expression Training Tool Promote The Emotion Recognition ability of Preschool children||Infancy is the critical period in children’s rapid development of emotion comprehension. In social life, distinguishing other person’s emotion quickly and accurately and responding actively is beneficial to an individual’s existence and development. Using pictures of expression to study children’s identification and comprehension is the main approach to the research of their cognition of emotion. It has been confirmed that infants’ ability to predict others’ psychological state derives from spotting their facial expressions; however, it is often the case that adults employ micro-expressions to conceal their true feelings.
This study on the basis of the identification of micro-expressions ability in children between 4-6 years old. employing the training tool of micro-expression, further explores the function of training toward the identification ability. The final findings are the following:
(1) The training tools’ utilization can effectively improve children’s ability to identify micro-expression, and through training 4 and 5-year old children can reach that level of 6-year-old（T=0.86,p＞0.05; T=1.46,p＞0.05）.(2) The training tool of micro-expression is able to promote the emotion recognition ability significantly of preschool children for 4 types Micro-expressions, including happy（t=-5.29, p＜0.01）, angry（t=-4.10, p＜0.01）, sad （t=-8.50, p＜0.01）as well as fear（t=-6.19, p＜0.01).
|Deniz||Kahriman Pamuk||Mersin University||Turkey||Savaş Pamuk (Akdeniz University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||The Report on the Trials for Use of Environmental Rating Scale for Sustainable Development in Early Childhood||Aim of this study to assess early childhood education settings located in one of the cosmopolitan city of Turkey in terms of Education for Sustainable Development. Sample consisted of 19 preschools which serves for children aged 3 through to 7. These settings were located in a variety of neighborhoods with multiethnic population and a large number of immigrants. The tool named Environmental Rating Scale for Education for Sustainable Development in Early Childhood (ERS- ESDEC) has been utilized to collect data. Two observers spent at least 2 hours in the all settings to rate the scale and they also interviewed with staff and children at the end of their observations. In brief, results related to environmental sustainability indicated that although the observed preschools have facilities which can promote environmental sustainability, children are not actively included in process. Outcomes regarding economic dimension of the scale revealed that Turkish preschool context could not met most of criteria of education for sustainable development. Finally, findings related to socio-cultural sustainability showed that despite the multiethnic population, preschool settings are not sufficient enough to create social- cultural harmony.|
|Dora||Nemanić||The Faculty of Teacher Education, Department of Preschool Education Studies||Croatia||Klara Njegač (World Organisation for Early Childhood Education and Care,OMEP) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The influence of emotional experiences in childhood on the emotionality of adult men||Emotionality as a feature plays a significant role in early childhood development. It is also significant in what way it is expressed, how it is expressed and what consequences it leaves for later life. Emotionality of boys and girls does not show much difference if we approach them the same way. However, practice has shown that the development of emotions in girls involves much more attention. Boys are often dejected in this area. Their emotions are expressed in a socially unacceptable way, often outsourced through violence or internalized through the accumulation of emotions leading to depression and anxiety. They are missing out on conversations and parents setting the example how to express emotional states and how to name them. Social stereotypes also influence the understanding of emotions and emotionality of boys. They are needed to be strong, firm, and the ones who will protect others. But who protects them and provides them with the support and comfort when needed? During our college education, we noticed the lack of interest, inclusive settings and research regarding the (preschool) boys' emotional world - how their later life is influenced by their emotional upbringing. Guided by those facts, we decided to conduct a brief research. The aim of this study was to retrospectively examine the attitudes about emotions and emotional expression and how the exposure of the respondents to the emotional upbringing, predominantly in preschool age, influenced those attitudes.|
|Yan||Bai||Northwestern Polytechnical University Kindergarten At GREAM||China||Zhijun Chen (The Kindergarten of Northwestern Polytechnical University) firstname.lastname@example.org||Individual Paper Presentation||TECHNOLOGY||Practice and Thinking of STEM Education in Kindergarten||Through practical exploration, we have gradually sorted out some understanding and thinking about STEM education in kindergarten. First of all, the ultimate goal of STEM activities is to allow young children to verify the scientific phenomenon and discover mathematical relationship by operating. In particular, it emphasizes that solving the real and meaningful problems in life through engineering-centered design and manufacturing activities is the core value orientation. Secondly, STEM education in kindergarten is based on the situation of life. Situation is the characteristic of deep learning. Meaningful problems in real situations can effectively stimulate the learning of young children and promote the comprehension, application and transfer of their knowledge. Thirdly, in STEM education, the core values of teachers are reflected in whether they have the STEM awareness. The formation of teachers’ STEM awareness will infiltrate into the behavior habit of young children continuously, thus affecting the STEM awareness and habits of children. Finally, the teacher in addition to determine whether it is STEM Problems, also need to seize the issue of in-depth focus. This will stimulate young children to think in depth, children will keep improving on the solution of the problem, deepening their depth of thinking on the problem, followed by the depth of learning is also constantly increasing.|
|Jingmei||Wang||Hangzhou College of Early Childhood Teachers' Education, Zhejiang Normal University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Influence of Chinese ECE Teacher's Job Attraction on Whole-group Instruction Quality: a Perspective of Educational Economics on Teacher Input and Quality Output||The input of labor costs is the main part of educational investment in ECE Program. Low investments in ECE teachers lead to their low ECE qualities. By analyzing the relationship between teachers' characteristics changing caused by job attractiveness and whole-group instruction quality will have unique meanings on educational economics. In this study, the “Whole-group Instruction” subscale of Chinese Early Childhood Environment Rating Scale (trial) (CECERS) was used to evaluate the whole-group instruction qualities of 164 classrooms in 86 kindergartens from East China. Questionnaire was used to obtain the teachers’ basic characteristics information of these classrooms, including age, teaching age, monthly income, student-teacher ratio, education background, etc. The results showed that ECE teachers' monthly income and student-to-teacher ratio have a significant predictive effect on whole-group instruction quality. It helps to improve whole-group instruction quality in ECE Program by ensuring and improving teachers' income and treatment, exercising proper control over and maintaining a suitable student-teacher ratio.|
|Heejin||Kim||Ewha womans university||South Korea (Republic of Korea)||Jaejin Park (Ewha womans university) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||An analysis of physical environment of the Korean accreditation system for early childhood institutions: Comparisons with the American and the Australian accreditation systems||This paper focuses on the evaluation criteria of physical environment(facility installation, environment composition) among six categories of the Korean accreditation system. In addition, in order to further develop the Korean accreditation system, this paper will compare and contrast the evaluation criteria of physical environment of Korean accreditation system and those of physical environment of the American and the Australian accreditation system.
The results of the analysis and the comparisons with those of the two counties are as follows. First, the more detailed criteria for indoor and outdoor safety need to be added to evaluate the physical environment. Second, definitions and key concepts of each evaluation category need to be clarified for the better understanding of the category. Third, in order for children to learn about environment protections and sustainable development, the physical environment need to reflect these concepts, and should be evaluated as well. Finally, the accreditation criteria need to evaluate how well the physical environment accommodates the needs of those with various disabilities. While evaluation criteria need have clear guidelines to ensure a high standard of “care” among all early childhood institutions, it should also be flexible enough to be properly implemented based on relevant context of each institution.
|Jichen||Liu||Nanjing Normal University||China||Yuxing Mu (Nanjing Normal University)||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||A survey of development of kindergarten in urban area of Xinjiang, China under the background of Belt and Road Initiative||As The Belt and Road Initiative was sponsored by the President Xi in 2015, there are more chances and favorable policies appearing for the early childhood education in Western China. During the 2017 summer, we, a team of undergraduates, visited several kindergarten in Xinjiang, the most western province in China, to investigate whether these kindergarten has been profited under such a background. Using the method of literature, questionnaire survey method and interview method, we have our own discoveries: after 2015,several policies were established for the kids live in Xinjiang, including free-tuition policy and some management policies. We also found that there were a sharp difference of teaching philosophy and facilities among these kindergartens. It is The Belt and Road Initiative and these favorable polices that benefit these regions a lot, nevertheless, more efforts should be made to promote the development of these kindergarten in Western China, because of its relatively backward economy and the carelessness about early childhood education.|
|Guanyu||Cai||Department of Early Childhood Education, Faculty of Education, Beijing Normal University||China||Jigang Du (Department of Early Childhood Education, Faculty of Education, Beijing Normal University) firstname.lastname@example.org||Individual Paper Presentation||PLAY||Cognitive and social development are interweaved: A study on peer group interactions during indoor free-play in preschool||It's generally accepted that children’s social competence is cultivated in interactions with peers, while cognition develops mainly in individual exploration of materials. Social constructivism theory emphasizes that the construction of knowledge is facilitated in the negotiation and cooperation with others. This study conducted a quasi-experimental observation of peer groups both in cognitive and social plays in indoor free-play time in a preschool, attempting to reveal the reasons for the interweaving of cognitive and social development. 36 children from one classroom engaged in block-building and sociodramatic plays. Peer groups interactions and performance were analyzed with children's social network structure as reference. Results indicated that peer groups in block-building play communicated and cooperated better than those in sociodramatic play. Although sociodramatic play emphasizes social skills, the process of the play could be easily infected by children’s negative emotions and interrupted due to role assignment and plot creation. Block-building play is problem-solving, which could elicit richer peer relationships and make more space for children to exchange opinions and promote work. The findings provide empirical support for rethinking ways and means of traditional social education in preschools, as well as advice for teachers on how to enrich children’s free-play and promote learning.|
|Monika Nathalie||Šepek||OMEP Croatia||Croatia||Individual Paper Presentation||ART||Enhancement using music||The theoretical framework for this article is development pedagogy along with cognitive psychology which are presented through studying and creating with constant presence of music. Using empirical examples from a research project which is contained from children to non-stop listen to the classical music during their stay in kindergarten; I am illustrating how learning and playing with background music promotes learning other subjects and improves children's skills. Using the project's results I will determine how to use music in every day life with children, to help enhance their skills, and I will also determine importance of teacher's contribution within learning with music. The main questions that are answered in this article are: How can we, as professionals, contribute to promote learning using music, and how can we broaden the ways children are learning.|
|Xue||Lv||Faculty of Education，East China Normal University||China||Luyi Jiang (East China Normal University)||Individual Paper Presentation||PLAY||Play Based of Mathematics Learning and Evaluation of 5-6 Years Old Children by Means of the Internet of Things||The Internet of Things (IOT) technology has the characteristics of comprehensive perception, reliable transmission, intelligent processing. Recently, the application of IOT has attracted much attention in the field of education. This study aims to develop a mathematical patterning and programming material or toy for 5—6 year old children supported by the technology of IOT. The toy puts mathematical problems in real play situations, and the mathematical game design ensures playfulness. To ensure close contact with the real world by hiding information technology. In addition, the mathematical toys can extract the process data of children's games and learning by means of radio frequency identification and other information technology. And then through data mining and cognitive diagnostic evaluation technology, the learning behavior of children can be seen, excavated and evaluable.
With the help of automatic data acquisition technology of the IOT and data mining technology, this research will transform the process of toys using into children's learning process in games. Through the automatic extraction of game data and the analysis of background data, we can evaluate and display children's learning process and learning styles. Moreover, such mathematical toys or materials are designed based on the concept of guided play which avoid some drawbacks of free play and directed instruction, and also provide strong support for the implementation of guided play.
|Huamin||Zhao||Henan University||China||Poster Presentation||FAMILY SUPPORT||The relationship between parenting locus of control and parents’ self differentiation, marital quality||Abstract: Objective: The purpose of this paper is understanding the relationship between Parenting Locus of Control and parents’ self differentiation, marital quality, and providing the references for improving their children's educational model. Methods: 277 parents who have school-age children was investigated by Parenting Locus of Control Scale, The Differentiation of Self Inventory and Olson Enrich Marital Inventory in Kaifeng. Results: the score of Parenting Locus of Control has significant difference among different level of parents’ self differentiation (F (3,273) = 13.762, P < 0.01). the score of Parenting Locus of Control has significant difference among different level of marital quality (F(3,273)=16.950,P< 0.01).Structural equation modeling analysis shows that marital quality has part Mediating effect between Parenting locus of control and parents’ self differentiation. The amount of mediating effect is 44.76%. Conclusion: improving the parents' self differentiation and marital quality is conducive to build internal control type in Parenting Locus of Control.|
|Xiwen||zhu||Educational Science Department Of Henan University||China||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Spirit of Craftsman In Early Childhood||Spirit of craftsman is highly emphasized in current china mostly by government officers and cooperation trainers.But we can find that it is also exists in early childhood.We describe and analyze three different case, Thus we find that children often show their state of starving for the best when they work for a product.And they show approaches to learning such as interest, active, curiosity and creativity in the state at the sametime. So the spirit of craftsman should be a important goal of kindergarten curriculem.To promote spirit of craftsman, educators should provide more chances for children to work instead of play, to experience errors instead of instructed, to do things in a period of time instead of short and quick learning.|
|Wai Shin||Tsing||Hong Kong Baptist University||Hong Kong||Anthony Yuan (Hong Kong Baptist University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Effects of Play Intervention on Children with Autism Spectrum Disorder||Deficits in social skills, play skills and language abilities constitute three crucial developmental problems in children with Autism Spectrum Disorder (ASD). It is therefore important to identify effective strategies to promote the development in these three areas. The importance of play to facilitate child development has been recognized by previous researches. The purpose of this study was to develop a play intervention for children with ASD and investigate the effects on social skills, play skills and language ability. The intervention program of this study consisted of eight sessions in two weeks. The intervention included theme-based storybook reading and play activities of related theme. Three aspects of development, social skills, play skills as well as language abilities were assessed using rating scales. Results showed that the target child showed improvement in social skills and play skills. There were significant increases in joint attention and responsiveness to others after intervention. All types of play, including pretend play, also increased during intervention. Implication for teachers in early childhood setting was discussed for helping children with ASD. Prompting and reinforcement were effective methods to promote children’s learning through social interactions in play.|
|Huijuan||Di||Faculty of Education, East China Normal University||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Image-based My Favorite Kindergarten Environment in Children's Vision||Environment is the third teacher of children, creating an environment that meets children's interests and needs, can promote children's learning. In this study, 200 children aged 5-6 years were selected as samples, used images as clue to guide children to think and express what their favorite kindergarten environment looks like. First, three different types of typical Chinese kindergarten pictures were prepared, each of which was five. The first type is artificial environment, with gorgeous decoration, on behalf of Chinese traditional kindergarten. The second type with substantial outdoor games materials and instruments, representing games centered kindergartens; The third one are dominated by natural environment, without walls and ceilings, representing forest kindergartens. Then, we let the children choose their favorite 5 from 15 typical pictures, and asked the reasons why they chose those pictures. Finally, by coding and classifying the collected information we summarized the characteristics of children's favorite kindergarten environment. We find that: children prefer the kindergarten environment with sports devices and flowers and trees, because these are convenient for them to play various kinds of enjoyable games, but also can see natural phenomena such as blue sky, white clouds, airplanes and birds;Children pay more attention to the happy emotional experience in the process of learning and activity, longing for the love of the teacher and the acceptance of companion.|
|Feng||Li||Beijing Haidian Teachers Training College,China||China||Zhijun Yang (Beijing Normal University,China) firstname.lastname@example.org | Minyi Li (Beijing Normal University,China) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||How to improve the core competences of early childhood coachers : A case study from Beijing in China||The United Nations Summit on sustainable development had adopted 17 goals for sustainable development in 2015. Among them, high quality education is highly valued. Besides, the core competences of students and teachers has attracted the attention of the world since 21st Century. In particular, the excellent performance of Shanghai in the PISA examination, the teaching and research system has been widely recognized by the world as the secret weapon of China's high quality education. Generally speaking, the teaching and research system is the key to promote teachers’ professional development and improve the quality of early childhood education.
Since 2010, with the implementation of a series of policy documents, there has been a rapid growth in the field of early childhood education in China. However, the early childhood coachers are confronted with unprecedented pressure on the guidance and training of new teachers in China, but lack of attention.
Based on these, this study specifically discusses the following three questions: (1) What are the competences building situation of early childhood coachers in district-level and preschool-level? (2) What are the required core competencies of an effective early childhood coacher in district-level and preschool-level? (3) What are the training needs of early childhood coachers in district-level and preschool-level? Further discussions about how to to develop the core competencies of the early childhood coachers will be included.
|Yee Man||Pang||Hong Kong Baptist University||Hong Kong||Anthony Yuan (Hong Kong Baptist University) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The effectiveness of dialogic reading and semantic intervention on enhancing language ability in children with language delay.||Language ability plays an important role in young children’s learning and social development. Therefore, it is important to apply effective interventions to enhance language development of children with language delay. The purpose of this study was to investigate the effectiveness of dialogic reading and semantic intervention on the language development of children with language delay. The dialogic reading and semantic intervention was held for eight intervention sessions. In each intervention session, a picture book was read with the target child by using dialogic reading techniques. Researcher would also play a word association game with the child. The child’s verbal participation and mean length of utterance were assessed in each session. Furthermore, the child was pre- and post-tested on three areas: expressive language ability, semantic knowledge and narrative ability. Result showed that the child had showed improvement in different areas, including: expressive language ability, semantic knowledge, narrative ability, syntactic expressive ability and verbal participation. Finding of this study suggests that kindergarten teacher can apply the dialogic reading techniques and semantic intervention to enhance children’s language development.|
|Xiaoping||Yang||Facuty of Education,Southwest University||China||Aixiang Shen (Facuty of Education,Southwest University;College of Education,Yunnan Minzu University.) email@example.com | Yumei Han (Facuty of Education,Southwest University) firstname.lastname@example.org | Lin Yu (College of Teacher Education of Wansheng County) email@example.com||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Promoting symbiosis-oriented cooperation among Urban and Rural kindergartens (URKs) in China: A case study of SBCJ Model in W County in China||The urgent and challenging issue for Chinese early childhood education is to narrow the quality gap between urban and rural kindergartens (URKs). A series of policies were initiated by Chinese government to supports for promoting the regional balanced development. When making full use of the internally-cooperated resources from URKs, the ‘SBCJ’ pattern was produced. Using a mixed research method, the authors adopted self-developed questionnaires respectively for 284 teachers and 491 parents from URKs to collect information about the effectiveness and satisfaction of SBCJ model. 9 focus group interviews on administrators and policy makers were conducted, and 14 interviews on preschool principals from URKs were also conducted to address the reasons, the goals, the procedures, the effects for conducting SBCJ model. The results showed that SBCJ pattern has significant effects on training of novice teachers, cooperation of teaching study, mutual learning of administrative experience, construction of kindergarten-based culture and featured courses. The qualitative analysis found that SBCJ pattern has made lots of progress through the cooperative mechanism of symbiotic-alliance (‘S’), beaming-leading(‘B’), couplet-aiding (‘C’) and joint-acting(‘J’), and it has been considered to be a public-realized effective way to narrow the gap of quality between URKs in W county. It further discussed how this model could be implemented in other similar contexts.|
|Nadia||Venskuviene||Lithuanian University of Educational Sciences||Lithuania||Nadia Venskuviene (Lithuanian University of Educational Sciences) firstname.lastname@example.org||Individual Paper Presentation||PLAY||Developing higher order thinking skills through the real life situations in primary education||In today's changing world children need such abilities as creativity, critical thinking, analizing, problem solving and making decisions. In primary education higher order thinking skills may be developing through real life situations and the context, that is very suitable for children. Teachers create situations in which the pupil uses their knowledge and abilities to find and build new knowledge, make solutions or solve the problem. One of the examples is full-time education with integration of different subject knowledge.|
|Masaki||Iwakura||Shokei Gakuin University||Japan||Mihoko Endo (Haramachi Seiai Kodomoen) email@example.com | Yoshiya Higasi (Shokei Gakuin University) firstname.lastname@example.org | Sam Murchie (Shokei Gakuin University) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Tackling Nature Deprivation Syndrome in Childcare Facilities ~ How a Nuclear Power Plant Disturbs and Disrupts ESD ~||Children in kindergartens and nurseries (hereon after “kindergartens”) near the Fukushima Daiichi Nuclear Power Plant (FDNPP) were robbed of Nature when FDNPP was seriously damaged on March 11th, 2011 after being struck by a tsunami and dispersed invisible and odorless radioactive contamination into the environment. In the aftermath of the accident, ESD was carried out by teaching children not to touch plants or ground soil. However, teachers began to notice unexpected negative side-effects of the ESD they implanted after the accident. A year after the accident, teachers took children outside to area’s that had been cleaned up, but the children were hesitant to make contact with bugs or dirt. Teachers realized that their pedagogical approaches had also been impacted in that they had come avoid outdoors activities. Eventually, teachers grew concerned about the long-term impact of prohibiting children from making contact with wild nature. Therefore, they started gathering data on the levels and location of radioactive contamination throughout their playground, and began strategic cleanup efforts to secure a safe and clean area for kids to play outside. In addition, various trees were planted on school grounds, wells were dug and man-made streams were set up in the playgrounds. ESD was advanced through the efforts of teachers and parent joining hands and coming together as a community to regenerate and reestablish a clean and safe environment for their children.|
|Zheng||Wang||Henan University||China||Individual Paper Presentation||FAMILY SUPPORT||Multiple Case Study on Parents' Reactions to Children's Negative Emotions||How parents react to children's negative emotions is significant to children's emotional competence development (Eisenberg & Fabes,1992, Hoffman 1983). Where as, in daily life, we often see some parents are not good at how to respond to children's negative emotion. They may not allow children expressing their negative emotion, or distract children in order to stop their crying. Then, the children did not learn how to accept or face their negative emotion. According to CCNES (Coping with Children's Negative Emotions Scale), there are supportive and non-supportive methods . This research is focusing on how the parents react to children's negative emotions in the 4 case studies. All participating parents are invited from Henan university children's center. Their children are among 4-5 years old. Each family has both mother and father. They completed the CCNES survey and were interviewed according to the interview questions. Data collection includes family routine observation, events and anecdotes documentation, deep description of parents' reactions in their natural daily life. This research even did further discussion to approach: why do they have differences; what may influence parents' reactions; what is the relationship between parents' reactions and the children's emotion competence (e.g. children's emotion regulation strategies); and what inspirations may we obtain.|
|ShaTianyan||Sha||Nanjing Normal University, China||China||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Study of the Development Trend of the New Citizen's Policy of Entering the Kindergarden in the Future||The New Citizen's Policy of entering the kindergarden is now a important hot spot of society, and also a new public key concern of the parents. Through the investigation and comparative analysis of different policies in Suzhou, Wuxi, Changzhou and Changshu, the four cities in Jiangsu Province, China, the author aims to study the development trend of the New Citizen's Policy of entering the kindergarden in the future.
The author systematically gathers the materials which are relevant to the reality and historical conditions of the research subjects. Through comprehensive use of historical method, observation method and other methods and scientific approaches such as interview, questionnaire, case study, the author studies the new citizens of enrolment in a planned way.
It turns out that the lack of unified entrance policy and the lack of publicity, the imbalance between urban and rural resources allocation, and the imbalance of funds for various kindergartens are some of the influence factors of the situation of new citizens' children entering the garden.
Measures are put forward that clearing the policy, adjusting and optimizing the policy, simplifying the operating procedure, making scientific and long-term planning, narrowing the gap between urban and rural, enhancing the support to rural kindergarten, adjusting the various types of kindergarten funding and enlarging high quality pre-school education resources, which are all practical.
|Jinghui||Zhao||Faculty of Education, Guangzhou University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||A Study of Teacher-child Interaction Behavior in the Kindergarten||In teacher-child interaction, teacher’s appropriate behavior is the key to establish a positive and harmonious teacher—— child relationship. Through questionnaires and interviews, the researcher observed teachers’ interactive behavior in kindergartens of Guangzhou. The results show that teachers’ positive behaviors is more than negative behavior, but the gap is not very significant; between the head teacher and the assistant teacher, public kindergartens and private ones as well as between teachers of different teaching ages, interactive behavior shows certain amount of difference. To address these issues, the researcher puts forward suggestions as to raising the interactive level and to promote teachers’ professional growth.|
|SEVASTIANI||ROULIA||15th KINDERGARTEN SCHOOL PATRAS||Greece||IOANNA FERMELI (15th public kindergarten Patras) firstname.lastname@example.org | ALEXIA VGENOPOULOU (15th public kindergarten Patra) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Designing our school’ s playground||The project will be based on a PBL approach. It will take place inside the classrooms and outside in the school yard. Our school is is under the same roof with a primary school with 250 students and with common yard. This is of course a big problem for kindergarten students who do not have an appropriate outside place to play during break time. The yard’s ground is made from cement very old and dangerous with no playground facilities for young students, and whenever there is a gym lesson for primary school students, kindergartners have to stay inside or keep quite during their break. So we discussed it with the children and we decided to plan and design our own playground on the first floor of our school where there is a large space available. The project will take place during the months of March and April with the help and cooperation of parents who are architects and engineers, with the help of the parents council and of course with collaboration of the principal and the local authorities. Then we will present it to a company that uses new materials for playgrounds and to companies which construct playground equipments in order to help us.
In the end of the programme we will present it to parents, authorities and stake holders in a special ceremony.
The students who are going to take place will be 18 of each class meaning 36 students in total, with 3 teachers and 2 university students who will help with the project. We will use new technologies like robotics for counting
|Limin||Zhang||Guangzhou University||China||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Understanding early childhood teachers’ motivations for and commitment to teaching: Insights from multiple cases study||While research on teacher motivation has proliferated in the past decades, little attention has been paid to early childhood teachers’ motivation for and commitment to teaching. In China and many other similar contexts, the early childhood teaching profession has a low level of entry and it is considered ‘low social status’, having ‘low prestige’, ‘low income’, and ‘women’s work’. Understanding early childhood teachers’ decisions to enter and stay in the teaching profession, therefore, could help teacher educators to find appropriate procedures to enhance teachers’ commitment to teaching. Drawing upon multiple sources of data including semi-structured interviews, policy documents and teaching materials, and teacher reflection journals, this case study examined thirty-five teachers’ commitment to and motivations for teaching in Chinese early childhood context. This study classified early childhood teachers based on their levels of commitment to teaching, and described these types based on their motivation to enter the teaching profession and their perceptions of the early childhood teaching profession and environmental aspects (e.g., school condition, educational policy and significant others). Four types of early childhood teachers were identified from the data: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications for enhancing early childhood teachers’ commitment to and motivations for teaching are provided in this paper.|
|Osamu||Fujii||Takatsukasa Hoikuen Childcare Centre||Japan||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||A sustainable community based on reciprocity between seniors and young children||Successful intergenerational cultural exchange requires reciprocity from each generation.
In order to maintain intergenerational relations between seniors and young children, you have to utilize the strengths of both generations. Seniors have accumulated knowledge and experiences. Young children have abundant energy and curiosity.
In a modern society, these generations live separated. Many families raising children have houses in urban areas, but many seniors live separated in rural areas. The result is that the lifestyles of the groups are getting more and more different and the cultural resources the senior generation has maintained is difficult to transfer to the younger generations. In addition to this, many young children are staying for a long time in facilities like nursery schools due to the long working hours of their parents in Japan.
The Kuwatamura project shows a way to resolve some of these issues. A partnership between Takatsukasa Childcare Center, the Toyosato Community Center, and one Association has created a program promoting intergenerational exchange through the promotion of sericulture. Seniors from the Toyosato are actively involved in providing educational opportunities for children to learn about the rural region’s environment, culture, and past links to sericulture. In addition to taking part in these opportunities, mulberry trees planted by the children and tended by the seniors provide food for the silkworms children raise at the center.
|Anastasia||Kountouroudi||Center of Preschool Education "Nipiakos Kipos"||Greece||Ifigeneia Kamperidou (Center of Preschool Education "Nipiakos Kipos") firstname.lastname@example.org | Paraskevi Akritopoulou (Center of Preschool Education "Nipiakos Kipos") email@example.com||Poster Presentation||ART||THE ART … THROUGH THE EYES OF THE CHILDREN||The reason for the project: "The art through the eyes of the children", was our visit to the War Museum of Thessaloniki, where children had the opportunity to observe closely exhibits and paintings. The implemented project within the classroom had particular appeal to children aged 3-6 years. The following work plan consisted of three phases. The first phase included the reflection and definition of the subject. The second phase involved the implementation of activities through DEPP with subjects referred to language, mathematics, environment, creation & expression, technology. The third phase was based on the evaluation of the educational project. The overall objective was for children to discover through a variety of activities the "art" and the thematic axes that expresses. The children had to develop interest in artistic creation, to understand that art is a means of expression and communication among people and they also had to develop their aesthetic cultivation through experimenting with various materials and techniques. During the implementation of the project, the children enjoyed the work and life of great artists as well as their artistic style that each of them represented. They made their own theatrical performances through improvisation within the classroom. Through the implementation of this work plan a number of legitimate questions were raised by the children, which were answered through the development of activities and by finding information online.|
|Wing Yee||Yau||Hong Kong Baptist University||Hong Kong||Yan Yi So (Hong Kong Baptist University)||Poster Presentation||ART||The Effects of Drama in Education on Young Children’s Creativity||The purposes of this research study are (1) investigating the effects of Drama in Education [DIE] on young children’s creativity, (2) finding out the differences in creativity between 4-year-olds and 5-year-olds, and (3) finding out the differences in creativity between boys and girls. Participants of this study included 35 children who aged from 4- to 5-year-old and 3 DIE teachers in a Hong Kong kindergarten via a purposive sampling. Child Participants were designed to experience a three-week DIE curriculum which aimed at strengthening their creativity. The following instruments were employed: the Preschooler’s Creativity Test, interviews with DIE teachers, lesson observations, and document analysis on DIE lesson plans. This study concluded that (1) DIE contributed to young children’s creative expressions, especially novelty, (2) older-aged children (5-year-olds) outperformed younger-aged children (4-year-olds) in terms of creativity, and (3) boys and girls did not outperform each other in terms of creativity. In the 21th century, creativity is an essential quality in the development of children undoubtedly. DIE is ensured to be a decent channel to enhance young children’s creativity by being different from the traditional teaching approach. This study hopes to contribute to the promotion and future development of DIE in the early childhood education systems.|
|Hoi Yan||Cheng||Hong Kong Baptist University||Hong Kong||Tsz Ying Poon (Hong Kong Baptist University) firstname.lastname@example.org||Poster Presentation||FAMILY SUPPORT||A Multiple Case Studies of Sibling Relationship, Parent-child Relationship and Social Competence||Social development, of holistically well-developing children, is a crucial basis and undeniably vital topic that worth studying. The concept, informed by research evidences, was related to children’s sibling relationship(SR) and parent-child relationship(PCR). There were six children purposively conveniently sampled into three siblings’ combinations (mean age=4); Three pairs of playtime observed and their parents were interviewed to promote the emergent of hypothesized patterns of children’s social competence(SC), social skills(SS), suspected developmental difference of SC, and relationship in between SR or PCR and children’s SC. Both qualitative and quantitative approaches ameliorate the credibility of reliability and validity of the results, such as 1)The only-born children(OBC) possess relatively more developed communication skills and leader-like qualities; 2)Children widely-spaced and closely-spaced in terms of chronological age both performed better in emotion expressions and pro-social behaviors than the independence with caregivers and other leadership traits; 3)As observed, PCR was positively correlated to children’s verbal expressions and parent-child’s quality time to free play. Though limitation in sample size is inevitable, the rich qualitative data collected and analyzed were the unique and significant one as a made up. Researchers agree that deeper ideological concepts about how siblings being behaviorally inferred by parenting influences worth further study.|
|Marja||Syrjämäki||University of Helsinki||Finland||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Enhancing peer interaction among children with and without special educational needs||Positive peer interaction is the core of inclusion (Koster et al. 2009). Although being a basic need for a human being, interaction can be a challenge for children who need support in growing and playing with their peers. (Ryan & Deci 2000; Viitala 2014; Repo 2015).
This two-phase study focused on the pedagogy, aimed at enhancing peer interaction among children with and without SEN.
Phase 1) 17 integrated special groups of Finnish kindergartens were assessed with Learning Environment Assessment (Strain & Joseph 2004), producing both quantitative and qualitative data. The items, identified to measure the quality of enhancing peer interaction (EPI) were analysed to find out what the quality of EPI was and how the professionals enhanced peer interaction among children. The results, presented with descriptive statistics, indicated good EPI quality, but also some variation between the groups. A wide range of indirect and direct guidance was demonstrated by the content analysis of the qualitative data.
Phase 2) EPI pedagogy in guided play sessions was studied in 4 integrated groups. In total 17 play sessions were videotaped and analysed with qualitative content analyses (QCA) to examine how the professionals responded to the children´s initiatives and enhanced peer interaction during the play. Four different guidance types were identified from the data, differing from each other on grounds of how the initiatives were responded to and how the interaction was promoted.
|Xiaofang||Chen||Beijing Institute of Education||China||Huifang Xu (Beijing Institute of Education) | Peng Hu (Beijing Institute of Education)||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research into the Connotations, Characteristics and Mechanisms for the Organic Integration between Children’ Science and Art||The integrative study of children’s science and art is influenced by various factors, such as motivation, cognitive style, thinking process, aesthetic expectations, etc. At present, China is weak in the research into the integrative study of Children’s science and art. Therefore, through the observation of the learning process of children and the empirical research into the before and after comparison of the creativity of the children participating in the integrative course of science and art, this thesis establishes a “one core and two wings” mechanism for the integrative study of children’ s science and art, with “consensus on solutions” as the core and both “problem exploration” and “art expression” as the two wings based on the summary of the activity cases that are able to show the generation and development of the integrative study of the children’s science and art and to show the interactions between the affective thinking and the rational thinking of children. Consequently, the comprehensive inside-out integration is truly reached on the integrative study of children’s science and art. To be more specific, the integration and innovative development are realized on the inner spiritual level (learning mechanism and internal connection of science and art) and the material level (learning content, method, and approach) so as to comprehensively improve the thinking, experience, method, attitude and creativity of science and art.|
|Elena||Arnautova||Moscow State Pedagogical University (MSPU)||Russian Federation||Irina Vorobeyva (Moscow State Pedagogical University (MSPU)) email@example.com | Nina Kondratieva (Moscow State Pedagogical University (MSPU)) firstname.lastname@example.org | Elena Rychagova (Moscow State Pedagogical University (MSPU)) email@example.com | Elena Zhukova (Moscow State Pedagogical University (MSPU)) firstname.lastname@example.org | Elena Zaitseva (Moscow State Pedagogical University (MSPU)) email@example.com||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||"Happ-go-lucky children at the university"- the family center project of education by the childhood institution MSPU.||The article depicts the main activities within the framework of an innovative project that implements programs of a different educational orientation. This project represents a holistic concept of interdependent components, including the prepared environment and a flexible system of developing activities that are oriented toward the child's personality as a core of the educational process. Additionally, the centre is constituted of the specially developed environment which is based on the principles of Montessori pedagogy. Specialists of the Centre implemented new approaches following an attempt to integrate the psychological and pedagogical fundamental techniques of the Russian system of preschool education and the strengths of the educational system of Maria Montessori. Namely, Montessori education is based on the specifically organized objective developing environment for child activities that have a distinctive feature of autodidactic (self-education). An important component of the conceptual program is a partial program for children and adults called "Family Holidays". Primary goals of this program are the promotion of family values, the introduction of children and adults to leisure forms of communication. One of the important directions of the project is the development of a variable educational program for adults "School of Motivated Parenthood", using the natural law of child's development proved by Maria Montessori.|
|Eleni||Didachou||Greek Ministry of Education, Research and Religious Affairs – 1rst Kindergarten of Vrachnaiika Achaias||Greece||George Bagakis (Department of Social and Educational Policy, University of Peloponnese) firstname.lastname@example.org||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Action research as a supporting and educating process, in order kindergarten teachers manage with the complexity of the transition from pre-school to primary school education.||Children’s transition from kindergarten to primary education is a complex process in which many factors, both individual and contextual are involved and interact. Kindergarten teachers are called to manage situations outside their classes’ context –(that is: children's families, primary school context and the wider community ) and interact with kindergarten and elementary school children, parents and colleagues in the process of supporting children’s transition, from kindergarten to primary school. In the framework of a doctoral thesis, an action research team was created, with the researcher participating in a facilitator’s role, aiming at identifying and covering the educational needs of the two kindergarten teachers who participated in the team, regarding the transition of children from kindergarten to primary school. The results of the three-year action research of the team - from 2009 to 2012 - showed that action research can be used as an essential way of educating kindergarten teachers on transition issues: it enables them to experiment in their classrooms, interact with colleagues, evaluate their actions and get feedback with the facilitator’s support to construct their own practical theory regarding the transition of children from kindergarten to primary school, taking into consideration the elements of flexibility that are necessary for them to cope with the complexity of children’s transition and the educational process in general.|
|GEORGIA||GKOLFINOPOULOU||Brussels European School 3||Belgium||Angeliki Vellopoulou (Department of Educational Sciences and Early Childhood Education, University of Patras, Greece) email@example.com | Maria Kampeza (Department of Educational Sciences and Early Childhood Education, University of Patras, Greece) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||“Setting rules and boundaries at home and school. A collaboration project between families and kindergarten”||It is increasingly acknowledged that, whether they realize it or not, parents have a crucial impact on their children's learning, therefore collaboration between parents and teachers seems essential to be developed. In this study we combined elements of Epstein's typology of parental involvement and Hornby's "transmission" model, where teachers plan interventions in school letting also parents facilitate their children’s learning and development.
As part of a yearly program on cooperation between families and school, a project was organized aimed to give parents the chance to explore together with their children the process of setting boundaries and developing family routines. This project was organized in two parts: 1. Firstly we facilitated parents to acknowledge relevant family difficulties and try functional strategies related to boundaries and family routines. 2. Later on, we organized an open day at school, where parents had the chance to observe how their children react to school routines. We collected data from parents, teachers and children throughout both phases, using open questions, short interviews and diary records. The interaction between families and school not only contributes to the cognitive development of children, but also to the empowerment of the relationships among parents, children and teachers.
|Judith||Wagner||Whittier College, The Broadoaks Children's School||United States of America||Eunhye Park (EWHA Womans University, Seoul Korea) email@example.com | Rima Silah (Early Childhood Peace Consortium) firstname.lastname@example.org | Maria Pia Belloni (United Nations Committee on Migration) email@example.com | Ingrid Pramling Samuelsson (Gothenburg University, Sweden) Ingrid.Pramling@ped.gu.se||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||Global ECE/ECD Policy and Practice to Achieve the Sustainable Development Goals: OMEP’s Work at the United Nations and UNESCO||OMEP’s association with the United Nations and UNESCO dates back to the inception of these global organizations in the 1940s. In fact, UNESCO sponsored OMEP’s very first meeting in Prague 70 years ago. OMEP’s representatives to the UN, UNICEF, and UNESCO and leaders of other policy and practice initiatives will describe OMEP's advocacy work at national and global levels to achieve the Sustainable Development Goals, especially those that relate directly to the health, wellbeing, rights, and education of the world's youngest and most vulnerable children. Attendees will hear up-to-the-minute information about OMEP's leadership of the UN Committee on Migration and the Early Childhood Sustainability Resource Bank we've established with UNESCO. Presenters will also describe OMEP's efforts to bring water, sanitation, and hygiene (WASH) education to early childhood settings and the Early Childhood Peace Consortium, of which OMEP was a founding member. Most importantly, you will learn how you can become involved even if you do not live near UN or UNESCO headquarters.|
|Eleni||Paschalidou||OMEP Greece/ Phd candidate of National and Kapodistrian University of Athens||Greece||Individual Paper Presentation||ART||Exploring kindergarten students’ responses to metafiction: the case of wordless picturebooks||Today's children live in a multimedia world characterized by fragmentation, juxtaposition of differing forms, and an ever-increasing diversity of symbolic representations. One documented trend in children's literature, in particular children's picture books, has been a shift from linear, modernist texts to non-linear, metafictive, postmodern texts (Goldstone, 1999; Paley, 1992; Seelinger Trites, 1994). Metafiction draws the attention of readers to how texts work and to how meaning is created and exposes the artificial nature of the fantasy world of the book through the use of a number of devices as typographic experimentation, obtrusive narrators, intertextuality and many more.
This study explores the responses of 4-6 years old students focusing on a number of metafictive devices found in contemporary wordless picturebooks. Wordless picturebooks are visual narratives with no written text, where illustrations are conveying the meaning of the story. Utilizing discussion transcripts and childrens’ artistic responses, we will try to demonstrate how children navigate through these metafictive visual narratives and how they construct meaning making symbolic connections to their own world and experiences.
|Claudia||Maier-Hoefer||University of Applied Sciences of Lutheran Church Darmstadt/Germany||Germany||Individual Paper Presentation||ART||Creating an awarenss of early mind building processes via arts in the qualification for Early Childhood Education and Care||Being involved in one's own perception does not mean to be an isolated organism. Moreover, the stimulation via milieu specific features opens the (young) mind towards complex experiences. These experiences represent the first interconnected stages of affectivity, sensitivity, executive motor and orientation functions. As witnesses of children’s involvement in their milieus, pedagogues in ECEC are aware of the various perceptive-material and affective-visceral assemblages in early life. Centering the consciousness towards these assemblages on the side of the adults creates a frame of reference within which they can provide social resonance for the intensities an exciting world is offering to each child particularly. However, in ECEC these dynamics that occur during this challenging time of growth and development of infants are habitually excluded from discourse about professionalism. The daily needs and the situations when young children depend on adults' actions, planning and support are usually in the main focus. In this presentation I would like to give an insight into the didactical approach we follow in our qualification program that additionally refers to the early mind building processes and their pedagogical accompaniment. The concepts of “aisthesis” as raw perception processes and “aesthetics” as procedures of pre-subjective and pre-representative patterning are methodically attached to students’ consciousness by means of personal artistic expression.|
|Silje Fyllingsnes||Christiansen||Western Norway University of Applied Sciences (postgraduate student)||Norway||Individual Paper Presentation||PLAY||Bilingual children’s participation in mathematical activities, master’s thesis||Norwegian politicians have in the past few years become more interested in the kindergarten as an arena for teaching and learning, especially within the area of mathematics and language. The PISA-test discovered that minorities score below average in mathematics and this is, by leading politicians, seen as a challenge to be met by introducing children to mathematics at an earlier age. This makes it relevant to learn more about how minorities participate in mathematical activities in kindergartens, and through ethnography inspired fieldwork, this master’s thesis seeks to investigate how bilingual children in Solstrålen kindergarten participate in mathematical activities. Through making and analyzing video observations, this thesis attempts to shed light on the participation from the perspective of the children. The theoretical frame consists of Alan Bishops environmental mathematical activities and Berit Bae who writes of children’s right to participation. Preliminary analyses show that mathematical activities planned by the staff give little opportunity for the children to be active participants. However, in the child initiated mathematical activities, the mathematical elements give the children support in social relations, and they participate on their own terms with the verbal and bodily language they have available. This indicates that the best way to introduce children to mathematics at an early age might be through children’s play.|
|Luyi||Jiang||East China Normal University||China||Xue Lv (East China Normal University) firstname.lastname@example.org||Individual Paper Presentation||TECHNOLOGY||How to Evaluate the Observation Capacity of Preschool Teachers? ——Based on the Perspective of ZDP and Technologies of IRT，CTT and CAT||Observation capacity has been one of the key factors of kindergarten teachers' professional abilities . But prevailing relevant assessment systems only provide support to better observe children rather than effectively evaluating this ability. Our research found that the zone of proximal development might give new perspective for solving this problem.Specifically,teachers would be invited to complete one set of situation tests . Every item, in which both verbal discreption and picture explanation are included,has four choices.The teacher has to diagnose the children’s proximal development zone accordingly.Therefore, this study, innovatively applying the theory,has collected the real observation cases in the Chinese kindergartens and then turned into the situation test items.At present，one set of test paper, which is relatively mature, has come out. Repeated trials, of which data originating from 1,000 teachers, have been conducted and finally 20 with high quality stand out from hundreds of items.Based on the 20 items, nearly 2,700 kindergarten teachers from nine provinces in China has been tested,by which the reliability and validity has been proved.Futhermore,scores aiming to reflect different ability level have been standarlized through the test.In the future, we propose to carry on the expansion of the cases and items to establish the item pool which would be turned into the Computerized Adaptive Testing System.|
|Natalia||Sánchez||Jardín Infantil Costanera Sur, Concepción. Junta Nacional de Jardines Infantiles (JUNJI), Región del Biobío||Chile||Patricia Troncoso (Universidad Católica de la Santísima Concepción) email@example.com | Sara Rivera (Jardín Infantil Costanera Sur, Concepción. Junta Nacional de Jardines Infantiles (JUNJI), Región del) firstname.lastname@example.org||Poster Presentation||PLAY||Project of Pedagogical Innovation ‘’Playing I learn in my school’’||The pedagogical innovation at the nursery school Costanera Sur in Concepción, Bío Bío region, Chile. It started in 2016 in the cradle room levels. In the year 2017 the medium levels for encouraging the children to have rights, being a citizen, respectful of themselves, others and their environment were added.
Objective: To offer children an organized environment within interactive classrooms in order to enhance the autonomous exploration, problem solving, spontaneous discovery, freedom to choose spaces and resources through games.
Methodology: Trough these interactive classrooms, children will be able to decide, according to their interests, the different spaces and elements they want to use that enhance them integrally. Implemented interactive classrooms: my environment, created with natural resources; daily life, created with materials from their houses; expression, created with natural elements which can be reused for artistic and verbal expression; science, with materials to explore and experiment; sensoriality, for motor skills.
Sensitive adults watch and document children lives within the nursery school. They are aware, they accompany, intervene, they empower learning through collective and individual games.
Results: Children which are happy, entertained, autonomous, sociable and in synchrony. Builders of their own learning. A better bond between children and adults. The pedagogical documentation as a technique of qualitative evaluation
|Mehmet||Mart||Plymouth University||United Kingdom of Great Britain and Northern Ireland||Janet Georgeson (Plymouth University) email@example.com||Individual Paper Presentation||FAMILY SUPPORT||The Impact of an Early Years Quality Improvement Project (EYQIP) on Working with Parents||Mathers et al. (2014) reviewed research into the dimensions of quality in early years education and care that facilitate the learning and development of children under three. The review identified four key dimensions of good quality pedagogy:
• Stable relationships and interactions with sensitive and responsive adults.
• A focus on play-based activities and routines that allow children to take the lead in their own learning.
• Support for communication and language.
• Opportunities to move and be physically active.
As part of EYQIP, a short online survey (N=14) 17 ‘speed interviews’ were used to find out what practitioners were hoping from the project personally, for their settings in general, and for the children’s parents with 23 practitioners in South West of England. 6 telephone interviews were carried out in a year later to capture the impact of the EYQIP training one year on, and implications for future transition planning and professional development.
Data from interviews were coded against themes related to project aims from an initial read-through of data. Because of the small sample, to preserve confidentiality, quotations from individual respondents were unnamed and uncategorised.
Working with parents, particularly parents experiencing disadvantage, requires a careful balancing act. Practitioners certainly felt the urgency to ‘get parents on board’ because they knew what a difference continuity between learning at home and setting can make.
|Prof. Dr. Hartmut||Wedekind||Alice Salomon Hochschule Berlin||Germany||Karel Vanek, lic.oec.HSG (Zabavne uceni, s.r.o.) firstname.lastname@example.org||Self-Organized Symposium||PLAY||Play – Experience – Learn: Case study of the HELLEUM children's research center in Berlin||Children discover the world around them through play and exploration. Education specialists have calculated that by the time a child turns six, he or she has spent on average 15,000 hours playing. That means seven to eight hours a day. Adults can support play activities by creating an appropriate, stimulating environment and setting aside time. This can be done in a family setting as well as in educational institutions.
In Germany, much experience has been gained with applying the educational concept of Lernwerkstatt, or the learning workshop, and best practices have been identified. In these workshops children play with selected educational toys and interact with teaching material. Supported by professional educators and teachers, they explore various aspects of life in a process that is natural, joyful, and playful. We will present a case study of the HELLEUM children's research center in Berlin (http://www.helleum-berlin.de/en/) to demonstrate the possible interactions between play and exploration.
After this approximately 45-minute theoretical introduction, symposium participants will have the opportunity to gain hands-on experience with this idea by exploring and discovering selected phenomena through games and play and then to reflect on this experience together.
|Marijana||Miocic||Kindergarten Radost||Croatia||Bernarda Palic (University of Zadar) email@example.com||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||The Importance of Autonomy in the Transition from the Kindertgarten to School||Taking into account new scientific paradigms, child is seen as a holistic being that is active participant in the proces of personal development, and defined as an explorer responsible for building its knowledge within early childhood education. In education, the process of transition from kindergarten to school places a great responsibility for the teachers to provide the children with the meaningful experiences that will develop their competences and knowledge within prepared environment. For a child to successfully enroll in school, the kindergarten experience should encourage the development of indepedent thinking, participation, and decision-making.
Recently, in Croatia, early childhood and elementary education have undergone great changes. Moreover, National curriculum guidelines emphasize the importance of professional cooperation and understanding for achieveing more quality in the process of connecting kindergartens with elementary schools.
In this paper we will outline the important role of early childhood practitioneers in the process of creating an autonomous child, taking into consideration and respecting individual differences, needs and possibilities, and in the same time preparing a child for a new socializing experiences so he can be competent in creating new relationships.
|Sindre||Mathiesen||Western Norway University of Applied Sciences||Norway||Individual Paper Presentation||TECHNOLOGY||Educational purposes of digital practice in Norwegian kindergartens||Digital practice has now been emphasized in the Norwegian framework plan as one of the ways in which kindergartens shall make use of to support children´s learning. At the same time there are a multitude of positions in relation to ICT and education in the Norwegian context, ranging from positive optimism to critical objections, represented by a wide range of stakeholders. By using a critical discourse analytical method, the aim for this project is to explore what educational purposes may be the basis for the focus on ICT in kindergartens in the context of Norway through a study of activity proposals intended to enhance digital practice. The theoretical framework consists of Gert Biesta´s three-dimensional model for discussion on educational purposes. Preliminary analysis suggests that the activities focus on qualification purposes in terms of emphasizing ICT use which facilitates experiences that supports basic ICT skills and ICT supporting learning content, consisting of skills in communication, cooperation and judgement, the latter regarding both digital judgement and finding solutions for practical tasks. Considering the contextual background on which this project is based, the findings indicates that the proposals promote the interests of certain stakeholders who wish to develop a set of generic skills that are considered indispensable in the future society, which leads to a discussion about the need for critical approach to the agenda of market-oriented stakeholders.|
|EVLAMPIA||KOUTSOUFLIANIOTI||PRESIDENT OF THE PRIVATE KINDERGARTENS CORPORATION OF THESSALONIKI-MACEDONIA AND THRACE,||Greece||ANASTASIA KOUNTOUROUDI (VICE PRESIDENT OF THE PRIVATE KINDERGARTENS CORPORATION OF THESSALONIKI-MACEDONIA AND THRACE) firstname.lastname@example.org | ZOE KOLETSA (SECRETARY OF THE PRIVATE KINDERGARTENS CORPORATION OF THESSALONIKI-MACEDONIA AND THRACE) email@example.com | MARIA-DANAI DOUKA (STUDENT OF THE PEDAGOGICAL FACULTY-PRESCHOOL EDUCATION OF ARISTOTLE UNIVERSITY OF THESSALONIKI) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The age of 0-6 years old... proposals for a undivided institutional framework in private Nursery Centers and Kindergartens in Greece||During this presentation we will try to describe the institutional framework that exists in our country on preschool age from zero to six years old and our proposals and suggestions for a united preschool education under an undivided institutional framework and a specific curriculum.
We represent the "Association of Professional Private Nursery and Child Care Centers of Thessaloniki & Macedonia-Thrace" and we are all teachers (Kindergarten or Nursery School teachers) and owners of nursery schools and kindergartens. The Association was also established in 1996 and is based in Thessaloniki. All members of Association , aims at physical, mental and social development of the child of preschool age.
Greece’s legislative framework is about to be described on the presentation.
The association supports and promotes firmly the undivided institutional framework for preschool age. In other words, if preschool age is an integrated grade itself, then we ought also to treat it in the same way. Therefore, it should be integrated into a single institutional framework for children aged 0-6 years (and not just for children aged form 4 to 6 years old), where they should be in a properly structured environment that gives opportunities for learning and reflection.
|Effrosyni||Katsikonouri||Phd candidate of National and Kapodistrian University of Athens/OMEP Greece||Greece||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Methods of teaching children with Attention Deficit Hyperactivity Disorder (ADHD) syndrome by the pre-school teachers in general education classrooms||The Attention Deficit and Hyperactivity (ADHD) syndrome is a multidimensional disorder and for its treatment many scientists are involved (psychologists, neurologists, pediatricians, teachers e.t.c.).
ADHD is a medical diagnostic label for a mixed group of disruptive behaviors in children which influences their development, family relationships and social interaction. Attention Deficit Hyperactivity Disorder (ADHD) is a part of a child’ s make up: therefore it is not a disease, but a pattern of problem behavior. Much of which is largely outside the sufferer’s control. That’s why children with Attention Deficit Hyperactivity Disorder (ADHD) need a special educational treatment.
In this study our aim is to inform and to alert pre-school educators, who teach students in regular kindergarten classrooms without having the appropriate training, to deal with the Attention Deficit Hyperactivity Disorder (ADHD) by learning the appropriate educational strategies that have to be implemented in kindergarten. Educational techniques that is adapted to the educational needs and the unique characteristics of the students. Besides, pre-school teachers in a kindergarten classroom for the most effective education of children with Attention Deficit Hyperactivity Disorder (ADHD), is obliged to apply all those strategies that will help dealing with the syndrome because he or she knows the basic pedagogical principle “The school is a school for all children”.
|Natalia||Ryzhova||Moscow City Pedagogical University, professor||Russian Federation||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||How kindergarten can support biodiversity?||The topic of the report touches upon several SD Goals:
Goal 4:Quality Education, Goal 11: Sustainable cities and communities and Goal 15: Life on land. The report examines different aspects of studying support of biodiversity with preschool children: choosing the object of research, scientific tasks and their reflection in educational programs, ways of forming emotional and caring attitudes towards nature in preschool children as well as desire to preserve it, as well as the problems of support for children's initiative and independence. As the work with kindergartens was in progress, recommendations on design of kindergarten territories have been made that contribute to upholding of biodiversity in settlements and involve children and their families into solutions of the problem taking their immediate vicinity as the example. In big cities biodiversity decreases, mostly due to lack of habitats for animals in the first place. Creating a shelter for hedgehogs, houses for insects, planting trees help to preserve biodiversity. Recommendations for creation of three types of ecological paths have been made: in the kindergarten, inside its building and in its vicinity. Examples of joint parent-children projects for support of biodiversity are provided, which have been implemented together with speicially protected areas. Taking part in the problem of biodiversity preservation lets children understand that their immediate environment depends on their actions too.
|Magdalena||Janus||McMaster University||Canada||Linda Harrison (Charles Sturt University) email@example.com | Sheena Elwick (Charles Sturt University) firstname.lastname@example.org | Sharynne McLeod (Charles Sturt University) email@example.com | Kate Williams (Queensland University of Technology) firstname.lastname@example.org | Sandie Wong (Charles Sturt University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Investigating new approaches to child assessment and educator reflection on practice in Early Childhood Education and Care services for children under 3||This paper outlines the components of a comprehensive new project addressing children’s development, and the quality of their experiences, in infant-toddler early care and education centres (ECECs). While a supportive environment and positive interactions with educators contribute to a child’s healthy development, quality in ECEC tends to be monitored using instruments developed by researchers and administered by external observers; an approach that lacks inclusion of the views of Early Childhood Educators (ECEs). An alternate approach is to acknowledge the professional judgement of ECEs, who know the children best and whose interactions with children are the key to achieving quality. First, we aimed to establish whether a new tool for assessment of development of children under 3 by parents, the Infant and Young Child Development (IYCD) index, was feasible for use by ECEs. Second, we aimed to co-develop a reflection tool for ECEs to identify and evaluate contextual factors within ECEC settings that support or limit individual children’s interactions and engagement in play in 5 domains aligned with the Australian Early Years Learning Framework: Identity, belonging, sense of self, family and culture; Connectedness with others; Emotional and physical wellbeing; Constructing knowledge and understandings; and Communication. Initial feedback from ECEs working with children 0-3 in a range of Australian settings indicates a high level of interest and acceptability of both tools.|
|Allard||Lise||Aidants scolaires||Canada||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Creating a culture of volunteerism||The School Helpers (Aidantsscolaires.com) movement is a non-profit organization founded 10 years ago by retired teacher Lise Allard, in Québec, Canada. The movement already has 508 volunteers who have dedicated no less than 112,809 "half-hours" to support the staff of the participating schools.
The Movement provides training, coaching and tools to support schools that want to build a stable and safe network of volunteers in their surrounding community.
I will explain how the school staff has access to community support : with the help of an Extranet site, among others, which promotes the retention of volunteers in the long term, the communication and follow-up of requests for services to school helpers, as well as easy access for staff to a network of volunteers ready to lend a helping hand with organizing activities or providing educational support. Extranet also allows efficient management of documents needed to ensure a safe participation of volunteers in school activities (Criminal Record, Code of Ethics).
The goal of the School Helpers movement is to create a culture of volunteerism so that the community supports its schools with "half-hours", working for the success of all students. Ultimately, we want this culture to become a tradition in every school.
|Ana||Momčilović||Kindergarten "Dobro Drvo"||Croatia||Maja Trobić (Kindergarten "Dobro Drvo") firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Ecological sustainability – the pathway to the future we want for our children||Promoting the importance of growing organic food and healthy diet is part of lifelong learning that should start from early childhood. Raising children awareness for environmental needs in their immediate surroundings has the perspective of long-term contribution by initiating a series of positive changes in children’s immediate and wider surroundings. Our understanding of this process is essential.
The aim is to encourage both children and parents to consider and actively participate in organically grown cultures, as well as to enjoy natural resources without harming their health. Maintaining outdoor and indoor mini urban gardens, planting organic vegetables and fruits and then preparing and consuming organic food, not only contributes to the quality of food and children’s health, but it also ensures that children have the possibility to learn about advantages and the foundations of responsible economy.
The pathway towards knowledge and active participation is long and gradual. Inspired by their parents and other adults, as well as through immediate and personal experience, children adopt patterns of ecological behavior, and then create and further expand their personal ecological conscience. Therefore, raising awareness in children of today, as responsible adults of tomorrow, can have a permanent effect on the quality of ecological culture.
KEY WORDS: sustainable development, organic farming, children, awareness
|Ružica||Tokić||Faculty of Education||Croatia||Tijana Borovac (Faculty of Education) email@example.com||Individual Paper Presentation||TECHNOLOGY||What do children say about digital technology?||Digital technology is a part of everyday life for young children. Digital skills are incorporated in key documents concerning early childhood education as one of 8 key competences in contemporary society.Preschool environment should resemble family environment and ICT is a part of family life. "Digital natives"(Zevenberger,2007) are growing up in a different social context than previous generations. They use different learning strategies and rely more on digital technology.The future of the children we teach cannot be predicted, but we can try to take a creative approach in teaching and keep ourselves informed about how the present situation is changing. Therefore, we interviewed preschool children about their knowledge and experience of the use of digital technologies at home or preschool environment. The collected data are showing that young children have very differential access to new digital technologies and many children have much greater access to new digital technologies in the home than they do in preschool. This results can help preschool teachers to re-examine the opportunities and experiences that ICT technologies offer in relation to young children s learning , by looking at children s use of ICT in home , and look at ways of encouraging play with technology.|
|Mladenka||Vukojević||Faculty of Medicine||Bosnia and Herzegovina||ana zovko (Department of Psychology, Mostar University School of Philosophy) firstname.lastname@example.org | arta dodaj (Department of Psychology, Mostar University School of Philosophy) email@example.com | magdalena perić (Preschool institution "Mostar") firstname.lastname@example.org||Poster Presentation||FAMILY SUPPORT||Psycho-physiological reactions in parents of children with chronic disease||Parents of children with chronic disease face unique stressors and it may lead to somatization and difficulties in managing behavior. Research on different sources of symptoms are not so extensive. The aim of study was to examine psycho-physiological reactions to stress in parents of such children. The conducted study consisted of 310 parents of children suffering from a following chronic diseases: diabetes mellitus, celiac disease, cerebral paralysis and intellectual disability. Checklist of Psychosomatic Symptoms and Coping Inventory for Stressful Situation were applied. Mann Whitney U test revealed that parents of children with celiac disease reported more intensive gastrointestinal symptoms in relation to parents of children with type 1 diabetes, while there's no difference in relation to other groups. More intensive musculoskeletal symptoms were found among parents of children with intellectual disabilities in relation to the parents of children with cerebral palsy, diabetes or celiac disease. Pseudoneurological symptoms are most intense among parents of children with cerebral palsy and celiac disease, while parents of children with type 1 diabetes have the highest level of customization to stress. Flu symptoms are most intensive in parents of children with celiac disease and diabetes. This results indicate that professional nursing and psychological care should be focused on the whole family. Proper intervention may help these parents to improve quality of their life.|
|Larisa||Pejic||Preschool institution Maslačak / Dandelion ( OMEP in Bosnia and Herzegovina)||Bosnia and Herzegovina||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Family, Community and Preschool institution are One||Poster presentation includes photos of learning activities, which had resulted in preschool curriculum enrichment, raise of low public ecological awareness, interaction among different age groups , two way learning process and strengthening family, community and preschool institution cooperation. Field visits, train trips, workshops and group presentations were organized during 2016 and 2017,giving parents opportunity to take preschool teacher’s role, presenting their professions, such as: postman, physics university teacher, pharmacist, football, judo, rugby and taekwondo trainer. Water competition and Preschool Champion Football League were organized for all family members. Silk painting workshop, Traffic security Hyundai workshop, Policemen in the community, Little school of culinary arts, Music workshop were also implemented. We visited different places of interest, such as Cow farm (milk and cheese production), Goat farm, Miltex textile industry, Fagus Wood industry, Agricultural High School, French bakery, High School of Catering and Trade. Celebration of Planet Earth Day was organized as sport competition at the public park– Capriolo Bike Tournament, during which preschool children sent strong ecological messages to the world of adults. In cooperation with Scout Association, we participated in Preschool Scout Meetings. Faculty of Forestry invited us to take part in Forest Olympic Games,helping us to develop our endless preschool love for nature.|
|MARIA||VALMA||ARISTOTLE UNIVERSITY OF THESSALONIKI||Greece||GEORGIA PAGANIA||Poster Presentation||PLAY||“Green kids”….clean planet||The students of 15th kindergarten of Patras took part in a 6 months environmental program. The themes that were presented were: water waste, water pollution and its causes, air pollution, ozone hole-causes and consequences.The following program was diathematic and included aspects from different subjects such as Language: conversation-observation- reading books-creating a poster-making a story,Mathematics: space-time meanings,Physical sciences: experiments in water and air,History: folklore tradition- mythology,Biology: planting trees,Geography: Unequal distribution of water on earth,Art: painting-collage with slogans- puppet theater- music-dancing and Technology: games.
The children during the program participated in tree planting, constructing with recyclable materials, activities about collecting plastic cups, saving water, protection from fire and learned about ways for a green earth. They also visited the Fire Department, the Museum of Sciences and Technology and the “House of Water”. Throughout the program there were work plans, use of supervisory material, photographs, the internet, books, video, theatrical plays and songs.The program's targets were mainly for the students to discover and learn physical phenomena through experiments,to understand the worth of water and fresh air for the survival of the planet and to feel responsible for the preservation and protection of the environment.The evaluation of the program was positive both by kids and their parents.
|Noriko||Wakui||Nagoya Christian Community Center||Japan||Yoshie Shiraishi (AICHI SYUKUTOKU UNIVERSITY) email@example.com||Poster Presentation||FAMILY SUPPORT||The Interaction with Parents and the Cooperation with Different Generation in the Community Childrearing||Nagoya Christian Community Center operates a family support center under the grant of the government.
Family Support Center in Japan accepts parents who are raising infants, toddlers and elementary school children as members and provide supporting services by paid volunteers (supporters) in the community. Supporter picks up member’s children at the daycare center on behalf of their parent and takes care of them at home until their parent return home. On another occasion, supporter looks after children while their mother is going to the hospital. Supporters are mothers who are parties raising young children, and residents with child-rearing experience．
The role of this center enables families who need to help and community people who are willing to provide such childcare supports to mutually help each other. We are aiming to create a relationship that people in the community can help parenting and be helped, based on the feelings of respecting and loving children.
I will report how the Family Support Center works for coordinating on the interaction with parents and the cooperation with different generation in the community.
|Ying||Tao||Nanjing Normal University||China||Poster Presentation||TECHNOLOGY||The use of digital devices in preschool classrooms: voices from young children||In today’s early childhood programs, children have been exposed to advanced technologies from interactive single-touch to multi-touch screens in a variety of sizes, from interactive whiteboards to tablets. The provision of digital devices in preschool classrooms change the way young children learn. This study explored 5-6-year-old children’s (n = 60) perspectives of using digital devices in preschool classrooms through face-to-face interviews. Results have shown that young children tended to use digital devices as tools for seeking information and explanations, for documentation, and for self-directed learning.|
|Hiroko||Murata||Kio University||Japan||Osamu Fujii (Takatsukasa Hoikuen Childcare Center) firstname.lastname@example.org||Self-Organized Symposium||ART||A Proposal for Use of Creation with Silkworm Cocoons for Childhood Education||Japan is one of the largest consumer countries of silk. However, children don’t have a chance to see or experience sericulture around them because there are few famers engaging in sericulture at present.
Our laboratory puts the process of sericulture, which is breeding silkworms, producing silkworm cocoons, reeling silk, making silk floss and making work, for childhood education in collaboration with local elderlies who kindly help obtain mulberry leaves to feed silkworms and look after them. We visit nearby kindergartens and elementary schools with local people and students and give classes to children. In the classes, children rear silkworms and observe them spin cocoons. Taking advantage of a feature of the material, they make their own work out of the cocoons.
We expected following effects of putting these processes into childhood education as follows:
・Enjoying joy of creation
・Learning wonders of familiar material
・Enjoying feelings of Accomplishment
・Increasing imagination and expressive power
・Fostering feelings of valuing their own work
(Preparation and the Contents of Experience)
Participants can experience silk reeling and silk floss making.
1. Silk Reeling
Boiled silkworm cocoons are rubbed with a broom to find ends of threads. Some of the threads are put together and pulled, and reeled the thread with a spool.
2. Silk Floss Making
Make a hole on boiled silkworm cocoons and enlarge it with fingers in water to spread like a sheet. Then 2 people pinch 4 corner
|Pingzhi||Ye||School of education,Guangzhou University，Guangzhou 510006||China||Xiuyue Si (Beijing 11th Jianhua Experimental Kindergarten, Beijing 102600) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Comparative Study of Daily Evaluative Behavior on Expert Teachers and Novice Teachers||Abstract: This study used observation method to carry out comparative researches on the daily evaluative behavior between 10 expert teachers and 10 novice teachers from kindergartens in a city. The main findings obtained by the study are as follows:(1)There are no significant differences between the two types of teachers when observed on the items “ You are awesome!” “Smiling” “being serious” and so on.(2)The evaluative behavior from expert teachers such as “emotional input”,“ease” are used more obviously than did by noice teachers. (3)The three kinds of evaluative behaviors of “awarding” “interrupt” and “contempt” were conducted more significantly by novice teachers than did by expert teachers.(4)The young children were inspired by expert teachers much more than did by novice teachers. (5)Children always respond helplessly and drowsily to novice teachers. Also, “emotional input” and “ease” are main evaluative behavior that differenciate the expert teachers from the novice teahers. To improve the kindergarten teachers’ daily evaluative behavior, the following three kinds of things should be attached importance to: 1.paying attention to daily behavior; 2.emotion input in daily evaluative behavior ; 3.being good at resolving the development crises of children.
Key words: Expert teachers, Novice teachers, Daily Evaluative Behavior, Comparative Study
|Theresa||LU||Singapore University of Social Sciences||Singapore||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Outdoor Play Environment for Children: Community Support and Collaboration||Children’s lives have become increasingly structured over the years with more time spent in childcare. Public play spaces provide the outdoor play environment for children. Although the response has largely evolved around the installation of playground structures with prescribed activities (McConaghy, 2008), there is ongoing effort to improve the provision.
Many childcare centres in Singapore use public playgrounds for children’s outdoor play. Planning is predominantly done by landscape architects in consultation with Certified Playground Safety Inspectors. The choice of play equipment is based largely on safety, ease of maintenance or aesthetics, with less emphasis in determining the play value or suitability of the equipment for specific age groups of children.
The engagement of early childhood educators in the planning of playgrounds would certainly be beneficial in promoting not only safe, but developmentally appropriate and enjoyable play experiences for children.
This paper aims to examine the importance of a multi-disciplinary approach in the planning of public play spaces so as to provide more effective outdoor play environment for children. Review of the provision of public outdoor play environment over the years will be done. Input from interviews of the team involved in the processes will be analysed. The outcomes can be presented to advocate for the role of early childhood educators in the planning of inclusive and enhanced community play spaces for children.
|Donna||Berthelsen||Queensland University of Technology||Australia||Kate Elizabeth Williams (Queensland University of Technology) firstname.lastname@example.org||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Using national social indicators to inform place-based, community approaches to support vulnerable young children||Across international contexts, there is ongoing policy concern about early school success for vulnerable young children. Social indicators can inform policy planning. The Australian Early Development Census (AEDC) provides such indicators to identify the number of children within communities who are developmentally vulnerable at school entry in five developmental domains (language & cognitive skills, communication & general knowledge, physical health & wellbeing, social competence, & emotional maturity). AEDC results are reported to communities as proportions of children who are ‘on track’, ‘developmentally at risk’ and ‘developmentally vulnerable’ in each domain. In this research, national data from the AEDC and the Longitudinal Study of Australian Children (LSAC) were analyzed for 2,118 children to identify factors that related to children’s resilience, measured as ‘better-than-expected’ school achievement in Year 3, for children vulnerable in the AEDC language and cognitive domain at school entry. Higher attentional skills and stronger receptive language skills when children were in Year 1 of school were associated with academic resilience in Year 3. Communities across Australia can use AEDC results to understand children’s developmental vulnerability and build place-based approaches through collaboration across services, including schools, to develop local solutions on how to support families and provide high-quality early learning environments for children.|
|Mo||Wang||The Education University of Hong Kong||Hong Kong||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Teacher Leadership in Professional Learning Community in Early Childhood Education in China||The close relationship between teacher leadership and professional learning community (PLC) has been revealed in previous research, which suggests that PLC can provide an ideal context for the exercise of teacher leadership to bring about teacher collegial relations and collaborative engagement. The purpose of this study is to explore the front-line school practitioners’ perceptions of teacher leadership in PLC in early childhood education in China. Data was collected from interviews with 21 practitioners including 7 school principals, 7 middle leaders, and 7 classroom teachers, through a purposeful sampling. Collaborative analysis was addressed by following a two-step qualitative data analysis procedure, including deductive and inductive coding. The findings showed that all the practitioners recognized the importance of their communication, collaboration, and participation in promoting PLC. However, it showed a poor relationship between teacher leadership and PLC, due to the Chinese traditional hierarchical culture which showed top-down management approach and ‘only the formal roles have the final say’, limited autonomous changing opportunities for informal leadership roles in PLC, and discouragement of principals.|
|Donna||Berthelsen||Queensland University of Technology||Australia||Self-Organized Symposium||TECHNOLOGY||Writing scholarly articles for publication in the International Journal of Early Childhood||In this workshop, the Editor for the OMEP journal, International Journal of Early Childhood (IJEC) will discuss preparation of empirical research articles for publication. Writing research articles requires a clear sense of the purpose, as well as strong writing skills. Discussion in this workshop will focus on critical aspects of organization and presentation of content that will enhance likelihood of acceptance. Enough detail needs to be provided for readers to understand the rationale for the research and the research processes so that readers can draw their own conclusions about the quality of the research, interpretation of the findings, and the veracity of the conclusions.
The process of data collection is not an end in itself. The intentions should be to present new insights through the data and the chosen methodology. Implications should be drawn for policy, theory, or professional practice; and possibly directions for future research. While it is important to articulate a theoretical base for the research and to present sufficient methodological detail, authors should find their own voice and style in their writing. Guidelines for writing major sections of qualitative and quantitative empirical research articles will be discussed, as well as advice about writing for clarity and editing. The workshop is intended to assist early childhood researchers to develop the quality of their submissions to journals and likelihood of publication.
|Kyung-Hee||Lee||Daegu Metropolitan Transit Corporation, Dajeongdagam Daycare Center||South Korea (Republic of Korea)||Suk-kyung Yang (Employer Supported Childcare Assistant Center, Korea Workers' Compensation & Welfare Service) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Age Group Creativity Integration Program Connected with Picture Books||As the scientific field becomes more advanced in modern society, the necessity of creative competency, applicable to change in society along with original and innovative thinking, is being required. In modern society, books serve as an important teaching method for children to develop into creative individuals.
The purpose of the program is to develop the creativity of children through expansion and integration activities after reading picture books in connection to daily life topics of the national common curriculum.
This program’s participants were 1 year to 4 years old daycare center children. And focusing on expansion activities such as the five sense, melody, cooking, and literature after reading picture books.
Suggestions and feedback from parents along with survey, observation of children by teachers, and survey assessment of teachers on a monthly basis was conducted to compare the effects of program.
After the program, children displayed great development in questioning various problems within daily life. They have cultivated their originality, flexibility, fluency, and innovative way of thinking. Thus, meaningful results were acquired in expanding creative ways of thinking.
One of the most common activities in care centers is reading picture books. The activity itself should be expanded in order to develop creativity, and it is anticipated that this educational program will be applied and utilized in various care organizations.
|yung-eui||yoo||Professor, Soon Chun Hyang University||South Korea (Republic of Korea)||Mi-sun Lee (Doctoral Student, Soon Chun Hyang University) firstname.lastname@example.org | Mi-jeong Song (Doctoral Student, Soon Chun Hyang University) email@example.com | Eun-jung Jang (Doctoral Student, Soon Chun Hyang University) firstname.lastname@example.org||Poster Presentation||PLAY||A Study on Teacher's Perception and Practice on Children's Play Rights.||The purpose of this study was to analyze the perception and performance of teachers in terms of children's play rights. Through this, it is meaningful to lay the foundations for finding ways to revitalize play in children’s life. In this study, the questionnaires were administered to 378 early childhood teachers, The SPSS win 21.0 program was used to verify the teachers 'perceptions of children's play rights. Based on the results of Borich formula and The Locus for Focus Model, we have determined the priority of the need for teachers' education programs to implement infant play education on the right side.
First, most early childhood teachers knew the title and contents of the ‘Convention on the Rights of the Child’ through their rights education. Indeed, they felt the need for education. Also, it was found that play was perceived by most teachers as children’s rights. In order to guarantee children's play in terms of rights, the change of parents' perception about play and the development and operation of various play programs should be prioritized.
Second, the teachers had the highest demands on children's play experience to develop imaginative and creative problem-solving ability, play experience to cope with danger, and play experience to practice various experiences. Next, there was a high demand for systematic observation and evaluation of teachers, sufficient play time for infants, and environment for various play experiences in order to improve the play level of c
|Candy Ka Yee||Cheng||Hong Kong Baptist University||Hong Kong||Tsz Ying Poon (Hong Kong Baptist University) email@example.com | Chui Han Tse (Hong Kong Baptist University) firstname.lastname@example.org | Sum Yue Tai (Hong Kong Baptist University) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||A study of Teacher-child Relationships and Peer Relationships of Preschool Children in Hong Kong: Implications on Social-Emotional Adjustment||The social-emotional adjustment that implicated Teacher Child Relationship (TCR) and Peer Relationship (PR) of preschool children in Hong Kong has been a topic of interest in the research world for many years. These two relationships may serve as the important support functions for the preschoolers to adapt the school environment and make adjustment on social-emotional aspects. This study has analyzes TCR and PR between preschool children and their classroom teachers in Hong Kong respectively. Also, it questions how TCR and PR between Hong Kong preschool children and their classroom teachers would affect the Hong Kong preschoolers’ social emotional development on three aspects, school liking, self-concept and emotional well-being. The results of correlation in this study show that there is a positive relationship between TCR and PR. The results of independent t-test showed there is a significant different between different gender, the Female children tends to be more dependent and rely on the attachment with class teacher when compare with Male children. The results of observation indicated that the higher the grade level of the children, the higher the mean score of that the children achieved in PR and TCR. On the other hands, the higher the grade level of the children, the higher the scores that the children achieved in TCR. In conclude, a preschooler who maintains good TCR and PR has better Social-emotional adjustment than preschooler who doesn't has good TCR and PR.|
|Kyoryoung||Kim||Ewha Womans University||South Korea (Republic of Korea)||Eunhye Park (Ewha Womans University) firstname.lastname@example.org||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Analysis of Infant and Child Indicators of Sustainable Development Goals(SDGs): Focusing on domestic data availability for monitoring||The purpose of the study is to extract indicators related to infants and young children among the indicators of Sustainable Development Goals (SDGs) and to investigate the data availability of using domestic data through analysis of domestic monitoring situation based on extracted indicators. The subject of the study is 244 indicators(230 excluding duplicate indicators) of SDGs.
The results from the study are as follows. First, SDGs and infants and young children indicators were found to be highly related. Extracted infants and young children indicators were found in 13 among 17 SDGs goals, and many were extracted from Goals 3, 4, 1, 7, 16. Therefore, when considering SDGs in early childhood education, it is necessary to consider various goals such as health, welfare, hygiene, and the environment, not just educational goals.
Second, when looking at the tier constitution of the infants and young children indicators, Tier 1 is the highest. The 3/4 of Tier 1 indicators were monitored among infants and young children indicators, but the level of monitoring was very different for each indicator. Analysis of the data availability and quality based on the monitoring status has shown that comparability, representativeness , accuracy were relatively high, but sufficiency were low. Therefore, it is necessary to systematically implement SDGs by establishing a system to oversee all of them.
|Ming-Shiang||Ni||Graduate Institute of Early Childhood Education in National Chengchi University||Taiwan||Li-Tien Wang (IC International college in Ming Chuan University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Profound Passion of Life - The Connotation of Taiwan's Integrated Curriculum Focusing for Socialization||During 1955-1961 at the affiliated kindergarten of the Bank of Taiwan, the experimental program conducted by scholar Prof. Hui-Ying Hsiung was one of the earliest kindergarten curriculum development in Taiwan, ever since the restoration of Taiwan in 1945, after 50 years' colonial period by Japan. In August 1963, she founded the Kuei-Shan School at Taipei, a K-12 experimental school. The kindergarten program was the continuation of her experiment. After accumulated local experimental practices, Prof. Hsiung named the program "The Integrated Curriculum Focusing for Socialization" during the 1970s. This research is based on a project from 2005-2009 in studying the educational development of Kuei-Shan School. Through a large amount of interviews, the life history of Prof. Hsiung were rebuilt, including her professional growth in early stage at mainland China, as well as the career development after coming to Taiwan in 1948. Her major contribution to higher education and government educational policies were also revealed. From the theoretical perspective of personality development, in speculating on the particularity of Chinese children, the "living teaching" should be constructed based on "integration" and "socialization". Therefore, the curriculum in kindergarten should effectively accompany the growth of children to enrich their life experience, so that both autonomy and dependence of an individual in a community could be developed, preparing them toward a democratic society.|
|Maggie||Koong||OMEP/Victoria Charitable Trust Fund||Hong Kong||Mami Umayahara (Victoria Charitable Trust Fund) firstname.lastname@example.org||Self-Organized Symposium||PLAY||Third Play and Resilience Symposium: A China-Africa Collaboration Project for Building a Peaceful and Sustainable Future||OMEP’s Play and Resilience World Project is being piloted in three countries in Africa (Nigeria, South Africa and Zimbabwe) and China, with the goal of enhancing young children’s resilience and potential to contribute to a peaceful and sustainable future through awareness raising, tools development, capacity development and community relationship building.
In Africa, the project is working with 10 communities that have a high number of deprived, disadvantaged and vulnerable children of 0 to 8 years of age due to the particularly limited access to quality ECCE services (Zimbabwe); high incidence of child poverty and child- or female-headed households in rural, former apartheid homelands (South Africa); or internal displacement as a result of the Boko Haram insurgency and community clashes (Nigeria). The project is being implemented with the national and local governments, so as to complement their existing efforts through capacity development and material production.
In China, two target groups of preschool-age children are identified: left-behind children in Hechi in Guangxi province and migrant children in the Pudong New Area of Shanghai. The intervention takes a quasi-experimental design by screening children’s risk factors and socio-emotional development and measuring the effect size of the project interventions.
The project countries will share progress, achievements, challenges and lessons learnt, and the audience will be invited to share comments, ideas and experiences.
|Uen Lam||Huen||Hong Kong Baptist University||Hong Kong||Shuk Yee Wong (Hong Kong Baptist University) email@example.com||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||To Investigate the Teacher Professional Identity of In-service Early Childhood Education Teachers||Recently, public expectation and government's education reform caused uprising standard and qualification of teaching quality. Kindergarten teachers also concerned their professional development. Purpose of this study was to look into in-service kindergarten teachers (N=201) perception of professional identity. Teacher professional identity was exploited here as an all-covering terminology, which embraces not only social context that stipulate the prerequisite of educations, but also teachers' personal identity or own perception of being a teacher. A questionnaire was used to explore degree that teachers feel satisfied with Learning and Teaching domain, Child Development domain, School development domain and Professional service and relationship. Teachers view their professional identity in wide range of difference according to distinct demographic background, including Age, Teaching experience, Medium of Instruction, Administrative works and Education Level, and teachers with different background were found having significance difference in professional identity. Further investigation about expectation, ongoing development and suggestions for professional identity was conducted through interviewing with three teachers. Older teachers and teachers with more teaching experience were found having higher degree of most domains in professional identity and showed concern in school development, also professional relationships; however younger ones focus on learning and teaching.|
|MING ZHU||ZHANG||Institution of Early childhood Education, Faculty of education, Beijing Normal University||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research on Children 's Social Adaptation and Its Influential Factors From Kindergarten to Primary School||This study selects Beijing 118 parents of senior kindergarten children and 82 elementary school freshman's parents, using Preschool and Kindergarten Behaviors Scales to measure the social adaptation of children. The results indicate that: 1. The overall situation of children’s social adaption is good, and the total score of the social competence is more than 2 points, the score of problem behavior is less than 1 point. 2. Some problems accrue in the social adaptation of freshmen in primary school: in the social competence, the social cooperation, social interaction and social independence score of first-grade freshmen are lower than children in kindergarten; in the problem behavior, primary school freshmen's internalization and externalization problems scored higher than kindergarten children. 3. The primary caregivers of children, parents’ educational level and occupation, and family income level have a significant influence on social competence of children: the social competence of children who raised by parents is higher than children raised by others; the higher the parents’ degree and income, the better the children's social competence; the children whose parents are business management staffs have the strongest social competence, and parents are unemployed and staffed, their children’s social competence is the worst．Suggestions: The kindergarten and primary school should cooperate together to promote children's social adaptation from kindergarten to school.|
|Yee Man||Pang||Hong Kong Baptist University||Hong Kong||Anthony Yuan (Hong Kong Baptist University) firstname.lastname@example.org||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The effectiveness of dialogic reading and semantic intervention on enhancing language ability in children with language delay.||Language ability plays an important role in young children’s learning and social development. Therefore, it is important to apply effective interventions to enhance language development of children with language delay. The purpose of this study was to investigate the effectiveness of dialogic reading and semantic intervention on the language development of children with language delay. The dialogic reading and semantic intervention was held for eight intervention sessions. In each intervention session, a picture book was read with the target child by using dialogic reading techniques. Researcher would also play a word association game with the child. The child’s verbal participation and mean length of utterance were assessed in each session. Furthermore, the child was pre- and post-tested on three areas: expressive language ability, semantic knowledge and narrative ability. Result showed that the child had showed improvement in different areas, including: expressive language ability, semantic knowledge, narrative ability, syntactic expressive ability and verbal participation. Finding of this study suggests that kindergarten teacher can apply the dialogic reading techniques and semantic intervention to enhance children’s language development.|
|Kyung Eun||Jahng||Kyung Hee University||South Korea (Republic of Korea)||Poster Presentation||PLAY||The moderating effect of children’s language developmental levels on the relationship between their shyness and peer play||During early childhood, play is significant for children’s development and learning. Particularly, children’s language, social, emotional, and cognitive skills develop through playing with their peers. They become socialized through interactions with peers. However, some children have difficulty in playing with peers. Shyness has been reported as interfering with children’s active involvement in peer play. However, according to Cheung and Elliott (2017), shy children who had high vocabulary and pragmatic skills were more liked by peers. This study was intended to examine the relationship between children’s shyness and peer play, and the moderating effect of the level of children’s language development. Data were extracted from the Panel Study on Korean Children (PSKC), which is a longitudinal panel study of 1,536 children in South Korea. This study used 2012 wave, which comprised of 1,018 4-year-old children in total, excluding children samples whose teachers did not complete the survey. The results of the study are as follows. Children's shyness was negatively associated with their play interactions and positively with play disconnection. Children's language skills were found to have a moderating effect on the relationships between their shyness and play interactions, as well as between shyness and play disconnection. The findings of the study indicate that it is necessary to provide more interventions for shy children with low language skills.|
|Zhong Guiying||Zhong||Beijing Normal University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Study on Parent-Instruction Competence of Teachers in Child Care Institutions||As parents play an important role in development of infants and toddlers aged 0-3,parent-instruction competence is a necessity for teachers in child care centers. In order to know the status quo, existing problems and influencing factors of parent-instruction competence of teachers in child care institutions,participants were 27 childcare teachers from Beijing, Tianjin and Xi'an city in China, their education concepts, content and form of instruction, existing problems and influencing factors were interviewed and observed. The results show that all teachers can recognize the importance of cooperation between teachers and parents can participate in children’s education by various activities. Teachers’ instruction focus on toddlers’ self-care abilities, anxiety with kindergarten enrollment, children's behavioral problems, language development,and they mainly communicate face to face or by WeChat. The main problems that teachers face in guiding parents are the level of theoretical knowledge and their ability of reflection. Moreover, there is a lack of continuity of teaching and research activities carried out by institutions, and the orientation of teacher training is not strong. Parent-instruction competence of teachers are affected by themselves, centers and parents. In order to improve parents' ability of raising children scientifically,teachers’ theoretical knowledge and reflection ability, long-term training and thematic teaching and research activities are necessary.|
|Glynne||Mackey||University of Canterbury||New Zealand||Trish Lewis (University of Canterbury) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Community engagement brings new possiblities for teacher education||How do early childhood teachers and carers of children from a range of backgrounds, better understand the diversity in the communities these children come from? Teacher education programmes that focus on positive socio-cultural models, work to address the deficit conceptions and theorising by student teachers, about the diverse cultures, social groups and languages they are likely to encounter in the community. Thus they are more likely to better prepare their graduates to be responsive to communities and how community factors impact on the child. One programme in New Zealand has sought to strengthen the outcomes of the degree programme by focusing on the development of the personal and professional self, in the hope that through enhancing teacher dispositions (Meidl & Baumann, 2015) the quality of their teaching practice will be enhanced.
Early childhood pedagogy values relationships; family and community; holistic development and empowerment (Te Whāriki, 2017), therefore these factors were the foundation of the design and content for a programme for early childhood and primary (elementary) preservice teachers. The pre-service teachers were assigned to community groups as part of the practical component and were expected to engage with the community to gain a deeper understanding of the lives of these children and their families. The presentation will share some student experiences as they reflect on how their teaching practice has been informed through community engagement.
|Qiong||Pan||Shanghai Academy of Educational Sciences||China||Liang Gong (Shanghai Jiading Xincheng Experimental Kindergarten) firstname.lastname@example.org||Individual Paper Presentation||ART||Observation, record, imagination, and creation: The stories of snails by 1 teacher and 30 children||In kindergartens, we usually carry out thematic activities to support young children's exploration. We hope that they can not only get knowledge or facts about the theme, but also experience and express ideas and feelings. The former is mainly based on observation and record, while the latter is more individualized. Literature and art provide more possibilities for personalized experience and expression.
This case is about an inquiry of snail. The children found snails on the grass in the kindergarten, so they observed the snail how to eat, how to "walk", and who the snail's enemy is, and they recorded many discoveries. When they got more familiar with snail, they gradually have kinds of imagination about snail. In this case, the teacher used two picture books to support the children to express their ideas. The story of "one hundred snails go to travel" provides a background for children's artistic creation, and the children of each group showed us a wonderful story of snails' journey with their works of art. The other book “Diary of a worm” provides a demonstration for children to create a “Diary of a snail”. From the observing records to finishing the book works, the children get rich experience in aesthetic and creative expression. In some similar thematic activities, teachers formed the supporting strategies of four steps: observation, record, imagination and creation, and also observe and evaluate children's key experiences based on this framework.
|Juanjuan||Huang||Shanghai Academy of Educational Sciences||China||Poster Presentation||FAMILY SUPPORT||A Study on the Current Situation and Influential Factors of the Level of Professional Consciousness of the Family Educational Guidance of the Kindergarten Teachers with 0 to 4 years Experience||The study on the condition of professional consciousness of 210 kindergarten teachers with 0 to 4 years experience found that: the four levels of professional guidance development of kindergarten teachers with 0 to 4 years experience are: the motion of professional consciousness is the best, the motivation of professional consciousness is and recognition of professional consciousness is the second, the behavior of professional consciousness is poor; The levels of professional consciousness development of family educational guidance of teachers with 0 to 4 years experience are: individual communication with the parents and the organization collective guidance activities are better, classification guidance is poor. Gradual multiple regression analysis found that: the factors affecting the level of professional development of family educational guidance are :from the aspect of kindergartens, they make clear requirements, provide guidance, create a working atmosphere and create promotion opportunities; from the aspect of teachers, they self study the knowledge of family education and learn them systematically, accumulate the experience of family education guiding practice, receive professional training of family education guiding practice, etc.|
|Kyung Chul||Kim||Department of Early Childhood Education, Korea National University of Education||South Korea (Republic of Korea)||XIAODAN JIN (Department of Early Childhood Education, Korea National University of Education) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||A Study on the Knowledge of Education for Sustainable Development for Pre-service Students from Preschool Education Major in China||The education for sustainable development(ESD) in childhood stage is very important. The major of preschool education is an important hub for the cultivation of kindergarten teachers, most of the pre-service students of this major will engage in preschool education-related occupations in the future. The content of ESD learned by these students in the pre-service training and the awareness of education on ESD will directly affect the teaching philosophy and methods in their future work.
This study performs the questionnaire survey to investigate 426 undergraduates of four-year preschool education major. The contents of the survey are mainly divided into the following two aspects: the understanding of ESD and the current situation of accepting ESD during pre-service training. The data is analyzed by SPSS20.0.
Following conclusions are drawn from the analysis: 1) The students of preschool education major have a higher understanding of the importance of ESD. 2) The students of preschool education major have biased cognition about the concept of ESD, the knowledge focus on environmental education, and lack the understanding of other content of ESD, such as economic, human rights and other aspects. 3) The learning of ESD in pre-service training has deficiencies, there is no course closely related to the ESD in curriculum arrangement, which reflected the necessity to add ESD courses in the process of the pre-service training.
|Bin nan||Zhou||Zhejiang Normal University||China||Chun yan Wang (Zhejiang Normal University)||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research on the Regional materials and Materials input of Kindergarten Based on Children’s Perspectives||Regional activities as the main form of kindergaten’s activities,its educational function is mainly achieved through regional materials,which plays an important role on children’s development.However,as the main part of regional activities,children are always in the passive situation of “children’s silence”.So it is difficult to express their own ideas about regional materials and materail input.The research selected the large-scale children and teachers of a public kindergarten in H city as the research object.Then,we analyze and summarize the regional materials which are in the eyes of children of upper class and the situation about materials input of teachers through using of literature method,mosaic approach,interview method and observation method.The purpose is to promote children’s participation,to listen to children’s voice ,to realize children’s rights,thereby improving the effectiveness of material input and promoting children’s learning and development.|
|Ya hui||Yang||Graduate Institute of Early Childhood Education in National Chengchi University||China||Ming_Shiang Ni (Graduate Institute of Early Childhood Education in National Chengchi University) firstname.lastname@example.org||Poster Presentation||ART||Research on the Creation of Children’s Picture Books about Death — A Transformative Perspective of Life Experience||The present article studied the creation of a death theme picture book for children. The childhood story of the author with her grandpa was adopted as the main content of the book, which reveals a reflection on a personal experience about life and death. First, the article reviewed a brief history of death theme picture books and made text analyses of them. Then it recalled the story and structured it in a narrative way, based on which a death theme picture book was created. "Love" and "reminiscence" are concepts of this creation. It was during the creating process of the picture book that the author began to realize the meaning of death and release her complicated thoughts about death of her grandpa accumulated over twenty years. Also it is during the reading process of children at kindergartens that a new life was born from the book itself.
Key words: picture book; creation of picture book; death education
|Alicja R.||Sadownik||Western Norway University of Applied Sciences||Norway||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Bullying as children's way of dealing with socio-economic inequalities - exmaple form an egalitarian society||This article contextualizes the dark sides of children's play (bulling in play) from
Fraser’s theory of social justice based on the concepts of recognition and redistribution. Through
a micro-ethnographic analysis of a kindergarten’s daily life and play situations between 2 five-yearold
girls, the article describes the dark play/bulling from a societal perspective (increasing economic and,
thereby, digital inequalities), institutional perspective (the Norwegian kindergarten’s pedagogy of
recognition) and individual perspective (the children’s motives to redistribute (digital) goods). The
girls described in the article represent radically different backgrounds, but they attend the same
kindergarten located in a disadvantaged neighbourhood in a large city in Norway. Insight into their
play and their kindergarten’s daily routines provides knowledge about institutional recognition
practices of middle-class experineces that maintain existing inequalities, as well as the children’s motives, which are anchored
in the modus of redistribution. The misrecognized redistribution motives lead to activities of
compensation and revenge performed in play situations.
|Hae Kyoung||Kim||Seoul Women's University||South Korea (Republic of Korea)||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Korean Childcare Teachers' Use of Strategies to Promote Peer Social Competence of Young Children and Difficulties in Implementing Strategies||The purpose of this study was to examine practice of strategies Korean childcare teachers use in order to promote peer interaction among young children and difficulties in implementing strategies by using mixed methodology. The participants of current study were 155 inservice childcare teachers in South Korea and they completed SIPPY questionnaire. To investigate strategy practice with difficulties, 44 teachers participated in theme writing and 3 teachers were interviewed. SIPPY data were analyzed by SPSS 20.0 and theme writing and interview transcripts were coded by qualitative analysis procedure. Results are as follows; First, teachers in this study use more environmental and naturalistic activity strategies than intensive strategies. Depending on educational experience and education level, there was a statistically significant difference. Second, participants reported various natural activity strategies that they use in the classroom such as compliments, modeling, suggestion, cooperative activity plan. Based on the analysis of qualitative data, four categories of difficulties were presented such as environmental component, disconnection with families, child individual characteristics, and teacher component. Implications were discussed in terms of teacher education and teacher driven professional development program.|
|Leona||Harris||University of Canterbury||New Zealand||Niki Davis (University of Canterbury) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||“Is my language treasured here?” Supporting language diversity by enriching the linguistic landscapes in early childhood education||Communities are changing with increased global migration and digital accessibility. In New Zealand multilingual speakers have grown in number and diversity to over 160 different languages. Use of digital devices is also rising. Increased use of digital devices in early childhood brings both risks and new opportunities. Despite digital accessibility to the multilingual world, intergenerational transmission of minority languages in New Zealand occurs with varying success. The nation’s indigenous Māori language is also at risk. The Treaty of Waitangi states Māori will retain possession of their taonga (treasures); language is a taonga.
Languages displayed in any setting indicate those that are treasured within that space. We present our research to support emergent bilinguals (4-6 year-olds) growing up in a digital world and share artefacts and case studies from the linguistic landscapes (physical and digital) of 8 ECE settings. Our findings demonstrate that language and digital technology policies and practices can change to support these children, increase collaborative relationships and community engagement. Given increasing migration, our research-informed workshops about language as a taonga and the value of children growing up multilingual are relevant for social equality and sustainability of language diversity worldwide.
|Wing Sze||Yim||Hong Kong Baptist University||Hong Kong||Lai Kuen Yung (Hong Kong Baptist University) firstname.lastname@example.org | Tsz Ying Poon (Hong Kong Baptist University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Effectiveness of Contingency Management in Improving Homework Performance of a Child with ADHD||The difficulties faced by children with ADHD in homework performance (HWP) are notable, the study of contingency management (CM) has conducted to examine on the effectiveness of CM in improving HWP and executive functions of children with ADHD, with parental involvement. CM refers to behavioral-based intervention with the identification of target behavior, and incentive contingent upon the demonstration of an alternative behavior is offered. This is a single-subject experimental research. A mixed method of data collection was employed, first, there were two sets of questionnaire collected with the HWP of the targeted child (TC) from his parents and results indicated that CM was effective in improving the HWP with increases in mean difference (MD), especially in the executive functions of “planning, prioritization, and time management” (MD=+1.88), “sustained attention” (MD=+1.67), and “working memory” (MD=+1.44). Besides, there were observation assessments, anecdotal record and session record to trace his HWP progress and findings suggested that both reinforcement and punishment are effective in terms of behavior, while the latter is more effective in enhancing children’s motivation. Also, semi-structured interview data has shown that CM with parental involvement promotes positive parenting, and benefits to TC could be sustained. Although the current study has its limitation in sample size, findings suggested that CM is effective in improving the HWP of children with ADHD.|
|Wang Shujun||Wang||Xi'an First Nursery School, Shaanxi, China||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Exploration and Research on the Diversified Management Modes of Inclusive Kindergartens in the Unified School District||This paper analyzes the practical basis and theoretical foundations of the diversified management modes of inclusive kindergartens in the unified school district. The research takes the unified school district led by Xi’an First Nursery School as an example and conducts investigation into diversified management modes of inclusive kindergartens in the unified school district. The unified school district led by Xi’an First Nursery School aims to establish an inter-district school alliance. And with the prospect of providing guidance for the substantial progress in the management modes of inclusive kindergartens in the unified school district, the exploration of this kind of management mode involves various aspects including the integration of ideas, the share of educational resources, the combination of research and training and the common features of system construction, etc.|
|Younhee||Byun||Tongmyong University||South Korea (Republic of Korea)||Gyeongseon Lee (Tongmyong University) Sunlee31@tu.ac.kr | Hyemin Yeon (Tongmyong University) Hyemin29@tu.ac.kr||Poster Presentation||TECHNOLOGY||Korean Pre-service kindergarten teachers' awareness of coding education for young children||The purpose of this study was to provide some basic information for using the smart toys as educational media for young children. To achieve this, the survey was administrated to inquire about Korean pre-service kindergarten teachers' awareness for coding education. The questionnaire was composed of 43 items, which were developed on the basis of the result of pilot survey and the concerns-based adoption model(Hall & Hord, 2006; Sweeny, 2010). The 45-item questionnaire was designed and launched as the web-based survey questionnaire to get the reponses online and offline. The results were as follows. First, according to whether or notKorean pre-service kindergarten teachers had ever used smart toys, there was significant difference in categories such as management. Second, depending on media capability, there was significant difference in categories such as information, individual, cooperation and refocusing. Finally, depending on media acceptability, there was significant difference in categories such as awareness, information, individual, outcome, cooperation, and refocusing.|
|Gulden||BALAT||Marmara University||Turkey||Arif Yılmaz (Hacettepe University) firstname.lastname@example.org | Fatma Ozge Unsal (Marmara University) email@example.com | Busra Celik (Marmara University) firstname.lastname@example.org||Individual Paper Presentation||PLAY||Examination the relationship of social competencies, self regulation skills and play behaviors of preschool children||During the early childhood period, children start to use cognitive strategies to control their thinking, emotions and impulses as well as behave according to social and moral norms. Also, they start to manage their thinking and behaviors not only to reach their targets but olso according to expectations of others. For this reason, teaching during this period help children’s development according to society’s cultural values and support their reasoning as well as enable them express and regulate themselves. Another contribution of preschool edcucation is to help children develop universal values and behaviors such as affection, respect, collaboration responsibility, sharing. The best place to observe if these values and behaviors are obtained or not is presechool classrooms where children play freely. Therefore, it is important to observe and evaluate children’s play behaviors. The purpose of this research is to examine how children’s social competencies, self-regulation skills and play behaviors are related. The sample of the study is consisted of 120 four-five years old childen attending preschool settings in metropolitan cities in Turkey. Data will be collected through Social Skilss Assessment Scale by Avcıoglu, Self-Regulation Scale by Ural and Bayınıdır and Revised Knox Preschool Play Scale adapted by Balay and Degirmenci. A Multiple-regressison analysis will be used to anlayze the data. It is expected that social comptecencies, self-regulation skills are closely related.|
|Ryoji||NAMAI||Musashino University||Japan||Mutsuko YOSHINAGA (Musashino University) email@example.com | Fumiko ENOKITA (Musashino University) firstname.lastname@example.org||Poster Presentation||FAMILY SUPPORT||Change in consciousness and happiness by philosophical dialogue (parenting philosophy cafe) for parents during child rearing||In this presentation, studying the change of consciousness about child rearing and happiness feeling toward child rearing by doing philosophical dialogue (philosophy cafe) for parents during child rearing. Philosophy Dialogue is deepening into a fundamental and philosophical question by repeatedly conducting dialogues based on the participants' daily experiences of " Rustic questions " that everyone has. Today, the child - rearing environment in Japanese social situation is often closed by the relationship between two mothers (or fathers) and children, it is often chased by the correspondence of everyday reality and tends to lose sight of the original meaning of child rearing .But doing a philosophical dialogue even for several hours away from everyday life will make us realize the original meaning of parenting.
In other words, the philosophical dialogue makes it possible to " encounter" newly by breaking the boundary, so to speak, such as fixed values or concepts.
Research method etc.
1. Investigate whether changes in participants' consciousness will occur by conducting philosophical dialogue by preliminary and subsequent questionnaires.
2. For philosophy cafe in 2017, we conducted 5 times a month, once a month.
The theme of dialogue was decided by talks with participants.
Although "child rearing philosophy cafe", it is not necessarily directly linked to childcare.
3. From the questionnaire it was possible to read the change in consciousness.
|EBRU||ERSAY||GAZI UNIVERSITY||Turkey||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Early Childhood Resilience: Promising Results from a New Scale||Today, many researchers who study children growing up in high risk conditions have shifted their focus from negative developmental outcomes to the study of individuals who have made a successful adaptation to life. Resilience typically refers to a pattern of positive adaptation in the context of past or present adversity. Most of resilience studies have focused on school-age children; investigations that began in infancy and preschool are still quite rare.
Ersay (2016) developed a resilience scale for early childhood children in Turkey. First study was conducted in a city in the southeast of Turkey. The exploratory factor analysis was completed and final version of the scale included 39 items (Ersay & Erdem, 2017). This second study was conducted in the capital of Turkey. The purpose of the study was conducting a conformity factor analysis for the scale.
Four to six years old children who had at leats one risk factor in her/his life according to The Risk Factors List were included in this study. Preschool teachers filled the Early Childhood Resilience Scale for the selected children. 349 children (160 girls and 189 boys) were participated in the study ( mean age= 64 months).
According to the conformity factor analysis, the values of the load factor for the all items were between .71 and .88. According to the analysis, one factor sturcture of the scale was confirmed. The Cronbach alpha score was .98.
|Younhee||Byun||Tongmyong University||South Korea (Republic of Korea)||Poster Presentation||TECHNOLOGY||Parental awareness of smart toy for young children's education in Korea||The purpose of this paper was to provide some basic information for the smart toy. To achieve this, the survey was administrated to inquire about parents' awareness for smart toy. The questionnaire was composed of 43 items, which were developed on the basis of the result of pilot survey and the concerns-based adoption model(Hall & Hord, 2006; Sweeny, 2010). The 43-item questionnaire was designed and launched as a web-based survey questionnaire to get reponses online using google. 97 responses were obtained. The results were as follows. First, according to whether or not parents had ever used smart toys, there was significant difference in categories such as awareness and refocusing, but there was no significant difference in categories such as information, individual, management, outcome and cooperation. Second, depending on media capability, there was significant difference in categories such as awareness and refocusing, but there was no significant difference in categories such as information, individual, management, outcome and cooperation.|
|Åsta||Birkeland||Western Norway University of Applied Sciences||Norway||Minyi Li (Beijing Normal University) email@example.com | Juan Xue (DaXing kindergarten) firstname.lastname@example.org | Jingyi Xu (Beijing Normal University) email@example.com | Siv Ødemotland (Western Norway University of Applied Sciences) firstname.lastname@example.org | Aihua Hu (Western Norway University of Applied Sciences) email@example.com||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||Cultural sustainability as condition for a sustainable future||The point of departure for this symposium is a collaborative international program (UTFORSK) within kindergarten teacher education, between Western Norway University of Applied Sciences and Beijing Normal University. Participants in the program include postgraduate students, teacher educators/researchers and kindergarten teachers. The key concern in this international program is to strengthen the capacity for social and cultural sustainability through participation and dialogue in research and educational activities. Culture can be regarded as a fundamental issue, even a precondition to be met on the path towards Sustainable Futures. However, the theoretical and conceptual understanding of culture within the general frames of sustainable development remains vague. The aim of this self-organized symposium is to discuss the concept of cultural sustainability and to contribute to the understanding of Cultural sustainability as condition for a sustainable future. The titles of the presentations are1. Child as Human-capital-in-the-making vs Child as Active-learner-and-citizen-in-the-here-and-now: How Kindergarten Teachers Understand Education for Sustainable Development in China and Norway. 2 The Project Teaching Approach in Cooperation between Kindergarten Family and Local Community. 3. To Cultivate Competent Glocal Kindergarten Teachers. 4. How to Implement ESD in Early Childhood Education - A case study. 5. Drama Education as a means for developing Cultural sustainability.|
|Arlinda||Beka||University of Prishtina||Kosovo||Kadrije Asllani (Botanika kindergarden) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||Community based kindergartens- turning parents into partners||Recently Community-based kindergartens have been developed in Kosovo. In those kindergartens, parents’ community has a very important role, ranging from finances to decisions that kindergarten gets about its activities.
This research will present a comparison of the role of parents' council in community-based and public kindergartens and their importance in the quality of education of children in these institutions.
The survey was conducted in 5 community-based kindergartens and 5 public kindergartens.
Research Methodology: The research was conducted using the mix method. Research samples include parents, kindergarten leaders and educators. Semi-structured interviews with parents were organized with a focus group with kindergarten leaders, while for the educators is prepared a measuring instrument according to Likert Scale.
The research findings will serve for the Ministry of Education, which can take the recommendations and influence the strengthening of parents' councils in public and private kindergartens. Recommendations will also be used kindergartens that can more effectively involve parents in decision-making and will also serve parents' committees that may be aware of the importance of their involvement in child education. Results will serve to increase awareness of the community about the role and impact of parents’ involvement in child’s education and development.
Key words: Preschool education, Kosovo, community-based kindergartens, parents cooperation.
|Hayato||Uchida||University of Hyogo||Japan||Atsuko Kusano (Shiraume Gakuen University) email@example.com | Kazushige Mizobe (Hyogo University of Teacher Education) firstname.lastname@example.org||Self-Organized Symposium||INCLUSIVE EARLY CHILDHOOD SETTINGS||The intergenerational communication in traditional cultures between the elderly and children in Japan||The world population in 2017 was approximately 7.6 billion and it is estimated to increase to over 10 billion in 2060. The proportion of people over 65-year-old out of the entire population rose from 5.1% in 1950 to 8.3% in 2015. Especially in Japan, the aging rate in 2017 is at 27.3% and estimated to reach 40% in 2060. These changes in demographic composition of the population may threaten the succession of the traditional cultures, folk entertainment and skills. In the future, for example, people may find it difficult to succeed cultural traditions and practices such as festivals, seasonal events, traditional sports, games and foods to the next generation. To solve these issues and possibly discover a breakthrough, we will discuss in this symposium about the examples, potentials and prospects of the traditional cultures. The workshop will start with a general introduction by Prof. Kusano, referring to the festivals and Bon festival dance in Japan as well as ones held in Spain in spring time. Other topics including traditional games will be discussed by Prof. Mizobe and traditional foods by Prof. Uchida. From these perspectives, we will look into the status of intergenerational exchange and explore its future development. This symposium will enable us to share the global trends and opinions, and we will think about better solutions for intergenerational communication in the realm of traditional cultures.|
|Lucie||Grůzová||Masaryk University, Faculty of Education, Department of Primary Education||Czechia||Veronika Rodová (Masaryk University, Faculty of Education, Department of Primary Education) email@example.com | Petra Vystrčilová (Masaryk University, Faculty of Education, Department of Primary Education) firstname.lastname@example.org||Individual Paper Presentation||PLAY||The play of three years old children at Czech informal education||The paper presents the research results focused on educational activities (courses) for three years old children with parents and without parents at Czech informal education. The theoretical background of this paper comes from the game classification of authors Knapíková, Kostrub, & Miňová, 2002; Šikulová, 2007, Severové & Mišurcová, 1997 and the areas of children´ development which are specified by connection of Gardner’s intelligent theory and sensitive phases of three years old children according to Montessori (2003). Qualitative research of educational activities focused on psychomotoric, cognitive and social development was used the videostudy for data and the grounded theory for analysis. The result is the description of six games supporting different areas of children´ development depending on the children´ s age and his focus.|
|Filip||Lenaerts||VVOB Vietnam||Viet Nam||Thi Kim Ly Tran (VVOB Vietnam) email@example.com | Lieve Leroy (VVOB Vietnam) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Monitoring wellbeing and involvement: towards inclusive, ethnically diverse preschool education practices in Vietnam||Since the Ministry of Education and Training in Vietnam prioritized preschool education in 2009, access of Vietnamese children age 3 to 6 increased to more than 80%. However, access does not ensure that all children are learning. In 2016, VVOB introduced process-oriented child monitoring to 32 teachers in disadvantaged areas of two provinces to strengthen their child observation skills, support them in identifying children's barriers to learning and participation and in developing actions to enhance children's wellbeing and involvement. The intervention reached 519 children of which 56% of ethnic minority groups.
At the start, teachers' class screenings showed that half of the children required more attention to reach high levels of wellbeing and involvement while 1 out of 4 children showed signs of low wellbeing or involvement and required immediate action. The data showed that ethnic minority children were more at risk than Kinh children, the majority ethnic group.
By implementing a child monitoring system focusing on children's individual well-being and involvement, preschool teachers could identify and address social barriers to learning and take actions to enhance their well-being and involvement. After only four months, teachers' final class screenings showed that 75% of children among all ethnic groups showed an increase in involvement or well-being. Hence, process-oriented child monitoring can help teachers develop more inclusive practices benefiting all children.
|Cansu||Tabakoğlu||Çukurova University||Turkey||Şule Erden Özcan (Çukurova University) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Examining the Gender Perceptions of Children in the Classes of Pre-School Teachers with and without Gender Stereotypes||The aim of this study is to examine the gender perceptions of children in the classes of pre-school teachers with and without gender stereotypes. The case study of qualitative research methods is used.Sampling of selection variability is selected for sampling.While being manually registered by the appropriate researcher in Adana province center, audio recording was taken to prevent data loss.Observations were taken into the video.The data were put into the computer environment as raw data, then the researchers, previously coded separately, then came together and coded together.Thus, a suitable theme, made up the total of content by creating code. including the sampling of two boys and two girls from the class of teachers and his teacher. Its features include eight teachers and six children in total, with two teachers selected. Semi-structured interview forms, observations were used in interviews. As a result, it appears that the teacher factor is very important for the gender perceptions of children. Eventually, role distribution leads to confrontation as an area where social gender-based inequalities are reproduced, and to act in accordance with the gender of the child in which the child is located. It is suggested that teachers should have appropriate role models in raising their children as gender equality sensitive individuals and organize trainings to raise teachers' awareness in this direction.
key words: gender, the role of the teacher, the preschool period
|Sofia||Saiti||Phd canditate, University of Ioannina, OMEP Greek National Committee||Greece||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||«Teaching Sustainability in practice: Building with natural materials in a Greek Kindergarten»||Modern education about sustainability aims at training individuals so as to make them capable of approaching environmental issues in an holistic way, cultivating values that respect nature and human beings and prepare students to be active citizens.
The present paper refers to the 3rd part of an environmental education program for kindergarten students which has been implemented, through consistent and continuous sections, in the 11th Kindergarten of Preveza, from 2013 to 2016, under the Eco Schools Network. The aim of this paper is the presentation of the educational procedure of building a house with natural materials in the Kindergarten yard as well as the educational activity on issues related to learning and teaching citizens the need for a sustainable future, that is part of values pertaining to the environment, art and recycling, as well as to specific cognitive areas of the syllabus. Eco Schools Network methodology was followed, applying experiential teaching methods and participatory processes and implementing various activities and actions.
The program had multiple benefits for all the members of the pedagogical team, (children, teachers, parents, the community) at an individual and social level, raising awareness, educating and changing attitudes towards the environment, highlighting modern educational practices based on the exchange of knowledge, experience, reflection and constructive dialogue and cooperation among everyone involved.
|Eva||Csandová||Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studies||Slovakia||Darina Dvorská (Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studi)||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Pre-primary School Teachers’ Self-reflection||Presented study is focused on the issue of the pre-primary school teacher’s self-reflection (whether beginner or more experienced). Self-reflection, as one of the key pedagogical competences, should be a natural part of teachers work. It is not only an appropriate tool, but also a prerequisite and necessary condition of teacher’s professional development. This paper describes four notions of self-reflection as a) process b) tasks, c) the objectives and d) techniques. Along with the refinement of concepts this study also describes the basic problems that facilitate the gradual uncovering of various aspects, dimensions and contexts themes of self-reflection in terms of work of pre-primary school teacher. Nevertheless, that the literary production is rich in this field, it’s primarily concerned with the clarification of the importance of self-reflection at the normative level, but not with the presentation of an empirical findings on how and by what results are teachers’ self-reflective practice actually used. Our goal is through quantitative methodology to identify the presence of pre-primary teachers' self-reflection and to evaluate which forms of self-reflection are used most frequently and to evaluate the ratio between descriptive, decisional and causal issues of self-reflection process in teachers' practice.|
|Janet||Scull||Monash University||Australia||Andrea Nolan (Deakin University) firstname.lastname@example.org | Louise Paatsch (Deakin University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Teacher talk interactions: practices and possibilities for engaging vulnerable children||The relationship between quality classroom talk interactions and early language and literacy development is well recognized in the research literature. However, what is also apparent is the need for further focussed attention in this area, particularly for children experiencing vulnerability and disadvantage. This presentation reports a study involving educators, across a preschool and school setting, serving children from a low SES region of Melbourne, Australia. The teachers were invited to implement teaching interactions with small groups of children, to build children’s oral language skills. Our analysis considered the discourse patterns teachers used alongside children’s responses to ascertain the dialogic interplay that created opportunities for talk and learning. The findings indicate that while teachers demonstrate a repertoire of practice, dominant patterns of talk in early years settings were largely directed towards the immediate stimuli and resulted in limited responses from the children. We suggest there needs to be an increased focus on intentional talk patterns that facilitate interventions and optimize oral language learning opportunities for children both within their classroom settings and across communities in the early years. Consistent intentional pedagogy will provide continuity of teaching and support for young children’s oral language development.|
|Huifang||Xu||Beijing Institute of Education||China||Xiaofang Chen (Beijing Institute of Education) firstname.lastname@example.org||Individual Paper Presentation||PLAY||The children's scientific learning behavior at different psychological process in collective activities and regional activities||This study examined the scientific learning behavior of 3-6 years old children in collective activities and regional activities. In the first step of study, we determined the basic learning behavior of children in science learning activities and deduced the typical psychological process of different learning behavior by triangulative method. Then, we observed the children's science learning behavior which was used in the collective activities and regional activities to understand children's inner psychological process. The results showed that listening and observing learning methods was used frequently in collective activities, while in the regional activities, exploratory learning and cooperative learning methods were frequently used. It shows that children in the collective activities adopt the passive reception learning style to learn mainly based on sense experience, while in regional activities, active construction learning style mainly based on emotion and thinking activities is used for scientific learning.|
|Yan||Wang||Yangzhou University||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Rebuild Floating Children’s Sense of Belongings by the Way of Building Art Classrooms and Setting Art Courses||With rapid development of economy and urbanization in China, there is an increasing number of floating children following their parents escaping villages to live and study in cities. However, the huge change of environment makes floating children feel anxieties and lack the sense of belongings. In order to help these floating children to adapt new environments and rebuild the sense of belongings, researcher find that building art classrooms and set art courses give the best solution. This paper adopted ethnographic method to help two floating schools and eighty floating children to build art classrooms. What’s more, researcher find that for floating children, adapting new environments unsuccessfully and yearning hometowns are the main factors of lacking the sense of belongings. They regarded their birthplaces, not the new habits as their hometowns, which have multiple meanings for them, familiar and pleasant circumstances, good relationships, free lifestyles. Therefore, the new habits are the less than satisfactory places for those children. In such cases, the setting of art modules to make connections between those children and the new habits played a positive role in rebuilding their sense of belongings, such as designing relative themes, visiting museum to know more about the city. Once they have established a relationship with their current habits, they began to care about their cities, and rebuilt the sense of belongings gradually.|
|Linda||Sau||Prochild NPO||Italy||Solidea Baldas (Prochild NPO) email@example.com | Giulia Lorenzoni (University of Padova) Giulia.firstname.lastname@example.org | Dario Gregori (University of Padova) email@example.com | Gianni Messi (SIMEUP) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||Identifying the most cost-effective public health strategy for food choking prevention in children: the CHOP Community Intervention Trial||Among unintentional injuries, choking is one of the leading cause of death in infants and toddlers. Children choke most often on food, which causes between 60% and 80% of all choking episodes. Furthermore, recent studies have shown that adult supervisors lack proper information about hazardous food items. The aim of the study is to identify the most cost-effective public health intervention for food choking prevention, that will be scaled-up in all Italian school settings (from nurseries to primary schools).
CHOP (CHOking Prevention project, CHOP) is a Community Intervention Trial. It compares three different strategies (consisting of frontal lessons together with a MOOC (Massive Open Online Course)) aimed at teaching to adult supervisors (teaching staff and families) how to prevent food choking injuries (what are the most dangerous food items, how to guarantee a safe meal, what to do if the child is choking).
Thirty-six educational facilities (nurseries, kindergartens and primary schools) in 4 Italian cities have been enrolled. Stratified (stratum = 1 nursery + 1 kindergarten + 1 primary school) randomization, blocked by city, has been performed.
One-month after the delivery of the educational interventions, their efficacy has been assessed via telephone interview. The most cost-effective intervention will be scaled up in all Italian schools. These findings will form the basis for the formulation of evidence-based polices on food choking prevention in Italian children.
|Jana||Uhlířová||Charles University, Faculty of Education||Czechia||Barbora Loudová Stralczynská (Charles University, Faculty of Education) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Pedagogical workforce of pre-school facilities in the context of inclusion||Pre-school teachers are key actors in an inclusive process and its development. In recent years, the Czech Republic has taken a number of steps to develop a structure of pedagogical teams in pre-school facilities that allow better support for the inclusion of children with SEN. On the way to inclusive education, however, we are at the beginning, like other Central and Eastern European countries.
This paper presents a comparative analysis of profiles of workers providing early childhood education and care in Europe in terms of ensuring and promoting inclusion in pre-school institutions.
The analysis focuses on training and the current qualification structure of these workers in selected European countries. The aim of the analysis is to identify system solutions for professional pedagogical workforce in ECEC-facilities abroad and to identify model examples of an effective involvement of different types of workers in support of inclusion in pre-school facilities.
|Jeonghwa||Lee||Pukyong National University||South Korea (Republic of Korea)||Kyungmin Lee (Dong-Eui University) firstname.lastname@example.org | Younwoo Lee (Pukyong National University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Analysis of teachers' conceptual Metaphors for constructive approach to early childhood education||The purpose of this study was to analyse teachers' metaphors for constructive approach to early childhood education. To achieve the purpose of the study, 22 teachers for young children who are working at early childhood settings as well as enrolled in graduate school of education. The participants took 14 times of 3-hour lessons about constructive approach to early childhood education in a semester. They explored constructivist theoretical background, observed constructivist teaching cases and discussed them, tried to make constructivist lesson plans and applied it to their classroom, and wrote reflective journals about each lesson during 14 weeks. After finishing the course, they completed a sentence of "Constructive approach to early childhood education is A because B." using metaphors. The collected data were qualitatively analyzed by labeling-sorting-deciding the unit of analysis-sample metaphor compilation and categorization process. The metaphors that teachers used were conceptually categorized into five themes: (1) The basics that teachers should know (i.e., salt, rice, stepping stone); (2) Happy education for both teachers and children (i.e., happiness, happy virus, amusement park, play); (3) Acceptance and pursuit of diversity and change (i.e., sky and wind, wether, clay, freedom) ; (4) Something to make with expectation and immersion (i.e., writer, cook, make-up my own style) ; (5) Challenges to teachers (i.e., challenge, mirage, diet).|
|Marg||Rogers||University of New England||Australia||Jo Bird (University of New England) firstname.lastname@example.org||Individual Paper Presentation||TECHNOLOGY||Children’s agency: Digital storytelling in action||This paper explores the way digital narratives are able to portray children’s agency through the creation of a non-traditional research output in the form of a digital app for young children. The movement that positions children as a social agent, capable of having opinions about matters which affect them and making meaning within their community, has been increasingly prominent in early childhood since Australia ratified the United Nations Convention on the Rights of the Child (UNICEF, 2015). Within Australian Defence Force (ADF) community, families’ and young children’s use of family narratives are based within the military culture. Additionally, there are many social and contextual elements underlying young children’s experiences with technologies. Children negotiate their lives through the narratives they are exposed to in the form of digital and print mediums and oral storytelling. Previously, connecting with narratives that present lives similar to their own has been difficult for ADF families due to the dearth in age and culturally relevant literature available for young children. To address this gap, a team developed a digital app for 2-8-year-old children within ADF families from data. Utilising a digital medium creates an easily accessible platform without the higher costs of publications for a research project within a university. This paper outlines effective ways researchers, technology specialists, community organisations and families can partner together.|
|Koch||Anette Boye||VIA University College||Denmark||Brandt Erika Zimmer (VIA University College) email@example.com||Poster Presentation||FAMILY SUPPORT||FAMILY THERAPY AND NETWORK-MEETINGS: VULNERABLE CHILDREN’S ACTIVE INVOLVEMENT BY USE OF DIGITAL STORIES||Family therapy is offered to vulnerable children and families in situations where professionals have concerns about their future. The support includes intensified family and school cooperation.
Therapists often operate with base in an understanding of children as objects, and tend to encourage adult reflections rather than include the children as active agents.
The aim of the research is to investigate how to involve children in therapy and network meetings by use of digital tools in co-operation between children, therapists, and those teachers and pedagogues, who use child-centred pedagogical methods, when they support children in their daily school setting.
10 children who show signs of lack of wellbeing at school are selected together with their families. 5 professionals are introduced to project ‘my life’ by attending a course in media education and subsequently apply their new knowledge in therapy by encouraging children to produce digital stories of their everyday lives in cooperation with parents and teachers from school. Children’s digital stories form the basis for every therapeutic activity as well as network meetings. Parallel to therapy therapists meet in ongoing workshops in order to reflect upon and exchange experiences and initiatives. Ethnographic observations are carried out of therapy activities, network meetings, as in ongoing workshops with therapists. Qualitative focus group interviews are performed with families and children after completion of therapy.
|Kijoo||Cha||Gachon University||South Korea (Republic of Korea)||Individual Paper Presentation||FAMILY SUPPORT||Trajectories of Preschool Children’s Sleep and Behavioral Adjustment and Maternal Depression||This study attempted to examine overall patterns in developmental trajectories of children’s sleep parameters, child adjustment outcomes(externalizing and internalizing behaviors), and maternal depression during four to six years of age and the associations among these variables’ initial levels and rate of change. The data came from the national Panel Study on Korean Children (PSKC) (about 1,600 mother-child dyads, 2012-2014), using Latent Growth Modeling. The results were: first, as children grew, they tended to sleep less and display fewer sleep problems and child adjustment. Overtime reduction in sleep duration and sleep problems was greater among children whose total amount of daily sleep and whose level of sleep problems initially at four was relatively shorter and lower respectively. Second, children higher in sleep problems at four tended to exhibit the initial higher levels of and relatively smaller over-time decrease in externalizing and internalizing behaviors.Conversely, children who were higher in externalizing and internalizing problems at four tended to show slower rate of decline in sleep problems over the next two years. Also, the rate of change in children’s adjustment problems were associated with the rate of change in sleep problems. Finally, when maternal depression was higher initially, children were inclined to evince higher levels of sleep problems and externalizing and internalizing behaviors. The implications of these findings will be discussed.|
|Alla||Yampolskay Russia||pre-school center||Russian Federation||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||We know the world around us.||This article describes the specific character of teaching project and research activities to young learners, pre-school children. We study the different countries of their traditions and culture. Study countries - an interesting development for children. We show the children different culture of people. Each country has own holidays and traditions. Children pay attention to the external feature of people. For example, skin color, clothing, and behavior. We show that people are different but do not limit communication only with your nation. We want to instill in our children good qualities such as friendliness and respect.
A considerable attention is paid to the ways of organizing, teaching learning activity. We use new pedagogical technologies, methods, acceptances, playing techniques, songs, dances, dramatization, movies and video surely. We love master classes on dishes and performances of children on national costumes of each countries. We want to share with some areas of our work with children of different age and hope that our experience will be useful for our colleagues.
|Kaisu||Muuronen||OMEP Finland/ Central Union for Child Welfare||Finland||Arja-Sisko Holappa (Finnish National Agency for Education) firstname.lastname@example.org | Janniina Vlasov (Finnish Education Evaluation Centre) email@example.com | Satu Järvenkallas (City of Helsinki) firstname.lastname@example.org | Sirkka Korhonen (Municipality of Liperi) email@example.com | Thomas Nukarinen (Municipality of Liperi) firstname.lastname@example.org||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||Sustainable future – development, pedagogy and evaluation in the Finnish ECEC context||Sustainability is one of the main goals in Finnish early childhood education and care. National core curriculum stresses that social, cultural, economic and ecological dimensions should be taken into account in all activities.
Goals related to sustainability are challenging both for teachers and for education providers. It is quite easy to agree with these goals, but it requires commitment of all personnel and good pedagogical leadership to put these ideals into action. In addition, development requires tools and knowhow to evaluate possible progress. Many Finnish kindergartens have succeeded well. Goals are actualized in everyday activities, in learning environments, as well as in children’s learning outcomes, such as attitudes, knowledge and social skills.
The symposium will offer a discourse between different stakeholders of Finnish society. Finnish National Agency for Education is responsible for preparation of the core curriculum in wide cooperation. Finnish Education Evaluation Centre for one´s part implements scientific and enhancement-led evaluations of the goals set. In addition, municipal education providers from the cities of Helsinki and Liperi give practical examples on how they have developed and evaluated ECEC. Besides short presentations, the symposium will offer possibilities for questions and discussion. Instead of providing the right answers, the symposium invites participants from different countries to seek solutions for more sustainable future.
|Younwoo||Lee||Pukyong National University||South Korea (Republic of Korea)||Jeonghwa Lee (Pukyong National University) email@example.com | Kyungmin Lee (Dong-Eui University) firstname.lastname@example.org||Poster Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Research Analysis on Language and Literacy intervention Studies for Young Children At-risk for Language or Learning Disabilities||The purpose of this study is to investigate specific elements related to language interventions for young children who are at-risk for language or learning disabilities from culturally and linguistically diverse families. By synthesizing studies implemented language related intervention, this study will provide valuable information for conducting effective intervention for young children who are at-risk for developmental delays due to environmental risks. For the synthesis, a total of 27 studies were collected from peer-reviewed international journals published from 2000 to 2016. Results of this synthesis are as follows. First, for variables related to research participants, 15 studies were implemented for preschoolers from 3-5 years old and 12 studies were targeted for young children from kindergarten to 2nd grades. Also, 11 studies were implemented only for Hispanic students. Second, for measurement variables, 17 studies indicated about the extent of language delays and 12 studies used the measurement tool to determine the extent of language delays for students. Third, for intervention setting variables, 17 studies focused on implementing early reading and early literacy focused intervention and 15 studies implemented intervention fidelity. Based on results, discussion and implications were suggested to provide effective language intervention for young children from multicultural families and with environmental risks for developmental delays.|
|Tsz Lok||Cheung||Hong Kong Baptist University||Hong Kong||Anthony Yuan (Hong Kong Baptist University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Impact of Social Communication Intervention on Children with Autism Spectrum Disorder||Children with autism spectrum disorder (ASD) have deficits in social skills, play skills, and language abilities. Therefore, it is essential to identify effective strategies to facilitate social, play, and language development of children with ASD. The purpose of this study was to investigate the effectiveness of social-communication intervention on the social, play, and language abilities of a child with ASD. The intervention programme consisted of 8 sessions. In each session, a new toy was presented to the child, and through playing according to a play routine and language stimulation by the researcher, checklists and transcriptions were used to collect information about the child’s social, play, and language performances. Furthermore, the targeted child was pre-tested and post-tested on the three areas, including: (1) social skills, (2) play skills, and (3) language abilities. Results showed that the child had improvement in all the three aspects – social, play, and language abilities; which promoted the social skills through joint attention, behavioral request, and social interaction, and improved language abilities in both the aspects of receptiveness to expressiveness. Findings of this research study was suggested as a blueprint for kindergarten teachers to implement JASPER in their interaction with students with ASD, for example, play routine was suggested to fulfill needs of children with ASD to provide them with a socially acceptable receptivity movement.|
|Ivna||Ištuk||The faculty of teacher education, Department of Preschool Education Studies||Croatia||Kristina Kalić (World Organization for Early Childhood Education, OMEP) firstname.lastname@example.org | Ana Maria Sarjanović (World Organization for Early Childhood Education, OMEP) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Preschool teacher's self-assesment of the relations' quality with the children||Quality of the education institutions is reflected in the quality of the education system, the stimulating environment, but above all in the quality of the relations between the preschool teacher and the child. This paper presents the survey results of the preschool teacher's self-assessment on the quality of the relations with the preschool children. Since the children spend a lot of time in the kindergarten, it is of the utmost importance that their teachers with knowledge and skills also have certain values that direct their activity. Professional activity depends to a large extent to a professional identity of the teacher, which includes their own goals, responsibility, efficiency, degree of satisfaction and planning of their career development. The teacher's role is to provide children with the carrying and supportive way of participating in different interactions with other children, constructing new knowledge, exchanging experiences and thinking, and expressing emotions. With all that has been said, it is important for the teacher to be reflexive practitioner, to evaluate his or her educational practices, to gain insight into their strengths and weaknesses, which is achieved through self-assessment of their own practice. The first step in improving the quality of relations is recognising failure in relations with children, their acceptence and readiness to make some changes.|
|Jana||Francová||Faculty of Education Masaryk University||Czechia||Individual Paper Presentation||ART||Children’s Author Books as Spontaneous Expression of Children and a School Project||The author book is a specific interdisciplinary project that develops many personality components. Realization of one’s own book is a creative act at the frontiers of fine arts and literary creation, requiring complex dedication and concentration from the creator. In this study, I will focus on comparing the results of children’s works in a school project with children’s author books that were created spontaneously in domestic environments. Children’s author books are objects reflecting the cultural heritage of mankind and, at the same time, the inner lives of their creators.|
|Mikko||Mäkelä||City of Helsinki, Education division||Finland||Pertti Joona (City of Helsinki, Education division) firstname.lastname@example.org||Individual Paper Presentation||TECHNOLOGY||MEDIALITERACY AND ICT IN EARLY CHILDHOOD EDUCATION||The Finnish National Agency for Education issued new national core curriculum for early childhood education and care at 2016. It´s a regulation on the goals and key contents and principles of ECEC in Finland and is used as the basis for preparing local curricula for ECEC.
The content of new core curriculum includes underlying values, the conception of learning, transversal competence, operational culture that supports growth and learning, versatile learning environments and working methods and joint objectives for instruction and learning modules.
One part of transversal competence is multiliteracy and competence in information and communication technology.
Digitalization program for Education division in City of Helsinki was approved by city council and it contains the main goals, methods and actions to increase educator’s abilities in usage of new technology in education and to improve phenomenon based learning in versatile learning environments.
One the most impactful project to implement new content of curricula and digitalization program in Helsinki was Medialiteracy in ECEC –project which gave pedagogical support, training and materials for ECEC-professionals in media education, medialiteracy and ICT.
Project consisted workshops, seminars and personnel training. Project workers also collected and applied good practices. Main focus was empowerment of personnel and most of the 6000 educators in city of Helsinki took part the activities organized by the project.
|Aihua||Hu||Western Norway University of Applied Sciences||Norway||Elin Ødegaard (Western Norway University of Applied Sciences) Elin.Eriksen.Odegaard@hvl.no||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Positioning children, staff, and families in 4 Curricula: A study on the transition to school in Norway, Finland, China, and Hong Kong||Abstract: this study intends to explore how school readiness is perceived and how the perceptions have influenced the practices of the major stakeholders and in turn ECE and primary education in Norway, Finland, China, and Hong Kong. Cultural-historical framework will be employed to explore the individuals’ perceptions and behaviors under national and institutional contexts. This study will look at multifaceted data including documents, interviews, photos, and observation. Document data are official curriculum guidelines, government policies on ECE and transition from kindergarten to primary schooling, localized curricula from kindergartens and the first year of primary schooling. Interviews will be conducted with principals and teachers of kindergarten and primary schools as well as parents who have children either at kindergarten or first year of primary school. Classroom observations will be made in selected kindergartens and primary schools with an observation log guiding the observation. Classroom teachers will be given equipment to take photos that they think display good preparation for or transition to formal schooling. Fieldwork will be conducted in two kindergartens and two primary schools in each culture. The collected data will be analyzed following the six stages suggested by Berg and Lune (2012) and replication strategies advocated by Yin (1984) for cross case analysis. Through the exploration of perceptions and behaviors, this study aspires to add knowledge to|
|Jieun||Kim||Ewha Womans University||South Korea (Republic of Korea)||Eunhye Park (Ewha Womans University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Meaning of ‘teaching children’ ; Relationship-based education||There are many studies on what kind of teacher is a good kindergarten teacher. In addition to teacher qualities on a personal level, there is debate on various levels of expertise to be equipped as a teacher. On the personal level, there is a research on the knowledge of teachers in terms of the qualities and professionalism of teachers. However, this approach may be sufficient to be a teacher, but it is not sufficient to be a condition of a "good enough" teacher.
Pijanowski argues that both teachers and the environment need to be 'good enough'. The reason for this is that there is always a reference to what the child prefers or dislikes. For infants, reference can be said to be experienced or experienced by infants. In other words, a reason for having a good teacher and a good environment is a basic requirement for a child to have a good enough experience.
Which teacher is a good enough teacher? What qualities or abilities, expertise and knowledge do teachers with good qualifications have? There are many such questions. In order to define a good enough teacher, we need to consider various perspectives and ideas. I think it is necessary to discuss more about the qualities and abilities of teachers who are good enough. I would like to take a closer look at the universality of teachers that is good enough here.
|Xiumin||Hong||Institution of Early childhood Education, Faculty of education, Beijing Normal University||China||Wenting Zhu (Institution of Early childhood Education, Faculty of education, Beijing Normal University) firstname.lastname@example.org | Minrui Chen (Institution of Early childhood Education, Faculty of education, Beijing Normal University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Quality of Child-teacher Interaction in Kindergartens：A Comparative Study between Norway and China||This study examines the current situation of the quality of child-teacher interaction in kindergartens of China and Norway as well as makes an in-depth investigation and comparison between them. Through the purpose of sampling, 5 Chinese and 5 Norwegian kindergartens are selected. This study examines 6 randomly selected classrooms for each kindergarten, and evaluates the quality of child-teacher interaction for these 60 classrooms (over 1,500 3-6 years old children) by the questionnaire for teachers which is compiled based on the Classroom Assessment Scoring System (CLASS) . In addition, the random interview and a half-month field observation for one kindergarten of each country are conducted for more qualitative information. Results showed that:（a）The overall situation of the quality of child-teacher interaction in kindergartens in China and Norway are relatively similar. Both Chinese kindergartens and Norwegian kindergartens have the highest scores on emotional support, followed by classroom management and finally teaching support. (b) Norwegian kindergartens get higher scores in the dimension of emotional support, while Chinese kindergartens get higher scores in the dimensions of classroom management and teaching support. Finally, Implications for cross-country comparison of quality of child-teacher interactions in kindergarten classrooms are discussed.|
|Kyungmin||Lee||Dong-Eui University||South Korea (Republic of Korea)||Younwoo Lee (Pukyong National University) firstname.lastname@example.org | Jeonghwa Lee (Pukyong National University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||A Study on the Diagnosis and Solutions of Burnout Experience of Early Childhood Teachers||The aims of this study are to diagnose the burnout problems that early childhood teachers experience at early childhood education settings and explore ways to solve these problems. To achieve the purpose of this study, 12 participants were conducted in the Focus group interviews. The main findings of this study were ; First, the burnout of early childhood teachers was recognized as a problem that negatively affected the quality of life of all members of the early childhood education settings, including young children, parents, and teachers. Second, the causes of burnout of early childhood teachers were poor work conditions, early childhood education policies, changes in the social environment, and miscellaneous business outside of the tasks in practices. Third, there are three ways to solve the burnout problem that the participants proposed; an educational policy approach, a socio-cultural approach, and a teacher's personal approach. The results of this study have two implications. First, the burnout of early childhood teachers was confirmed to be a serious problem that formed a vicious circle that negatively affected not only the lives of infant teachers, but also the quality of life in infants, parents and infant education sites. Second, the results of this study are significant in that the burnout factors of early childhood teachers were identified as policy issues, socio-cultural issues, individual teachers' personalities, and the solutions to the exhaustion problem.|
|Gabriela||Etchebehere||Universidad de la República/ OMEP Uruguay||Uruguay||David Martínez-Iñigo (Universidad Rey Juan Carlos) firstname.lastname@example.org||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||“Children’s Rights and Labor Welfare in Early Education teachers in Uruguay”||From the result of previous qualitative researches in which difficulties were detected from the teachers in the implementation of the role of children’s rights guarantor, this investigation proposes an empirical analysis of some psychological variables that may explain these difficulties. It analyze the relation that exists between the exercise from the teacher in this role in the promotion of progressive autonomy and the labor welfare of the teachers, as well as the processes involved in such relation and the intensification or attenuation thereof.
It was used a longitudinal design based on polling methodology. Two measures were taken (beginning and end of school year) for a final sample of 211 teachers in the field of early public education in the city of Montevideo,
According to the analysis of data, the main conclusion that the study yields is that the promotion of progressive autonomy is related possitively with the welfare of the teachers. Meaning that the more promotion of progressive autonomy is done the less emotional exhaustion the teachers suffer. At the same time this is proved reciprocally, that is that the less exhaustion the teacher suffers the more she promotes autonomy and Children’s Rights. However, mediating or moderating factors that explain this relationship were not found. On the other hand, another significant result is that promoting progressive autonomy relates positively with the use of strategies for the improvement of affection in the relations wit
|Yasuko||Yahagi||Wayo Women's University||Japan||Tomoko Kikuchi (Ochanomizu University) email@example.com | Miho Shiozaki (Nihon Fukushi University) firstname.lastname@example.org||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Children and the ECEC after the great East Japan Earthquake ―Learn from the practice of the childcare reproduction―||7 years has passed from when the earthquake and tsunami disaster attacked allover the northeast part of Japan.
In this presentation we mainly try to report on our inspection to a small country town Yamada-machi ,located at the middle part of Sanriku-coast of Iwate prefecture, and which holds about 16,000 population.
In 2016 , we visited 3 day care centers and a child care support center , which are all run by “Sanshin-kai” a local social welfare corporation and we inspected them. We interviewed a director, a chief childcare practitioner and an office manager and investigated related documents. Some of our considerations are below.
1) The childcare practitioners could make their own decision and action to protect children’s lives. It was supported by their daily preparation to disasters and just the existence of the children.
2) After the disaster day care centers in the region accept local residents and children whether they were belonging the center or not. The childcare practitoners operated the refuge day and night and could not go back home.
3) Taking care for childcare practitioners who also suffered, Children got being expressionless.
4) Various groups both within and outside the prefecture sent childcare practitoners to those suffering facilities. And that was a turning point to childcare reproduction.
5) Essentials for childcare reproduction are not only time, space and the relationship based on mutual trust but also the right of children who desire and wish for.
|Busra Ezgi||Ulus||Ankara University||Turkey||Ender Durualp (Ankara University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Examination of Paternal-Infant Attachment on 6-12 Months Old Babies According to Some Variables||The present study aims to examine the paternal-infant attachment on fathers who have 6-12 months old babies in different variables such as, education, age, socioeconomic status, number of siblings, efficient time, duration of marriage. For this aim, a total of 100 fathers from Ankara in March-May 2017 participated in the present study. The subjects were given Paternal-Infant Attachment Scale in addition to Demographic Information Form. In comparing quantitative data; Independent Samples t-test, Scheffe Test and One-way ANOVA was used. According to the results of analyses, when the father's avarage age and duration of marriage drops, the efficient time between father and baby is increase. In case of working fathers, there is a significant difference between fathers with many children and single-child fathers (p|
|Xue||Zhang||Eyas Learning Academy||China||Individual Paper Presentation||PLAY||Supporting Children’s Playing in Kindergartens in China||China has the second largest population of children over the world and roots of belief in education and its positive relation to one’s future. The quality education is desired by the Chinese parents. PLAY as the hottest topic in shaping the quality of early childhood education settings has been promoted and expressed in different ways. Those theories adopting playing in them have been written in the government policies and followed by a lot of western countries in the practical way already. However those theories have barely been applied practically in kindergartens in China. This study using 30 early childhood educators who work in the high standard American style Kindergarten in China as samples to exam and analyzes how a key aspect of children’s playing and playing while educating, is related to the teachers’ understanding and education of playing. This study represents that early childhood educators in china need professional and deep training towards playing in education. These results may be used to suit the growing country wild research literature on the critical role of playing in educating children of their learning and development in China. Implications for the professional training of early childhood educators are considered and discussed. This may be beneficial to all the kindergartens in China, especially those that support the idea of adopting play-based learning in their curriculum to develop a high quality and efficient teaching to educate the children.|
|Mehmet||Toran||Istanbul Kultur University||Turkey||Ebru Ayvaz (Istanbul Kultur University) firstname.lastname@example.org | Damla Etgüer (Istanbul Kultur University) email@example.com||Individual Paper Presentation||TECHNOLOGY||Does Early STEM Enriched Pre-School Practices Effect Metacognitive and Self-Regulatory Skills? A Case Study||Early STEM implementations encourage children to think, reflect, and evaluate their learning processes. Therefore, it is assumed that it plays important role in emergence of metacognitive and self-regulatory skills. On the basis of this assumption, in this study, it is aimed to investigate the metacognitive and self-regulatory skills that preschool children display in activities enriched with early STEM implementations. The study group consists of 18 children from 60-68 months. Prior to the study’s implementation process, STEM based nine activities was created. The activities completed in nine weeks and all implementation process was video-recorded. The data were analyzed under the Cambridgeshire Independent Learning Coding Scheme: Verbal and Nonverbal Indicators of Metacognition and Self-Regulation in 3 to 5 Year-Olds. According to the results of analysis, subcategories of person, task and strategy information in the metacognitive information category; subcategories of planning, monitoring, control and evaluation in the metacognitive regulation; subcategories of emotional and motivational control and emotional / motivational control in the categories of emotional and motivational control were observed in verbal and behavioral expressions. As a result of the research, it can be said that early STEM implementations have a positive effect on meta-cognitive and self-regulative skills of preschool children.|
|Yutong||Chen||China Welfare Institute Kindergarten||China||Poster Presentation||PLAY||Children’s Favorite Sport Items from the Perspective of Children||This study investigated the affection for 12 mix-aged sport items amongst 104 young children from 2 middle classes and 2 large classes in Shanghai Z kindergarten. By utilizing the way of individual conversation, two specific questions were delivered to these children: Which three of these sport items you like best? Why do you like these three items? In terms of the top three sport items, the analysis results present that they are different for the boys and girls in large classes whereas they are identical for those in middle classes. The features of these three items include a certain slope, containing various ways of playing, focusing on running, jumping, climbing and other basic movements. It is suggested that kindergartens should consider increasing the use of slopes in the design of sport activities and pay more attention to young children's autonomy.|
|Prof. Hazel||Lam Mei Yung||OMEP Hong Kong||Hong Kong||Dr. Maggie Koong May Kay (Causeway Bay Victoria Kindergarten and International Nursery) firstname.lastname@example.org | Carman Ho Ka Man (The Hong Kong Education University) email@example.com | Jingru Wang (ZhanJiang Preschool Education College) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||Communication matters - A comparative study of school-parent collaboration for enhancing young children’s development in Hong Kong and Mainland China||Many parents today have an educational perspective based on current theory and trends. Schools need to educate parents about the current situation in today's education, help parents to understand the children’s need to develop skills and attitudes in co-constructing beyond a knowledge driven curriculum. Hong Kong Education Bureau proclaims the roles and responsibilities of parents, in the belief that parents are the primary educators for young children at home and play an active role in the education of their children as partners of the school (Cheng, 2015). On the other hand, parents in the Mainland China have become more conscious about how to play their part in home-school collaboration and engage themselves in children’s education, especially in face of the Two-child policy (Fang, et. al. 2018).
As a school, it is important to provide education for parents to create a collaborative relationship between parents and educators, empowering life success to students with learning intentions. Communication has always been the key factor in fostering parents-school collaboration. However recent trends revealed schools’ concern of additional factors influencing the parent-school relationship and communication process – 'transparency’ and ‘frequency’ have played a role in parents’ understanding of what goes on in children’s school life.
In this paper, educators from Hong Kong and Guangdong Province of Mainland China will share ways of kindergartens from the two regions in educating and communicating with parents, and how parents can be supported as part of their child’s learning journey. Technology provides online channels for parents to be informed, while face-to-face and other offline options are still being considered as commonly-used for communication. For data collection, survey questionnaires were sent to kindergarten principals from Hong Kong and Guangdong to explore ways of communication and collaboration between schools and parents that will encourage a common understanding of children’s learning and further enhance children’s development.
|Nobuko||KAMIGAICHI||Jumonji University||Japan||Poster Presentation||ART||Photo Haiku as an Educational Material in Teacher Training Classes on Sustainable Development (2)||1.Background
Haiku, short poetry which has a long history in Japanese literature, has become popular all over the world. “Photo Haiku”, in which haiku is matched with a photograph, has recently becoming more and more popular, and can be a highly accessible educational material in the teacher training classroom.
This study examines the effectiveness of using haiku as an educational material in the Kindergarten teacher training course.
In the class, “Teaching Method and Curriculum Research in Early Childhood Education and Care (Area of Language)”, students are asked to take a picture of the scenery or moment which they found interesting, and write 5-7-5 haiku in response to it.
Through this process, students are expected to develop the ability and sensitivity of observing objects. Photographs are taken in university campus where natural surroundings are well conserved.
After the lesson on creating Photo-Haiku, students are required to consider how they convey their chosen haiku topic to children and how they express it together with children.
Creating Photo Haiku increased their own sensitivity toward nature, which also increased their ability to understand how children were feeling. It is suggested that their notices and attitude toward nature led to improve the skill of understanding and responding to children.
|Vassiliki||Dr. Pliogou||Department of Early Childhood Studies & Special Education, Metropolitan College of Thessaloniki in collaboration with the UEL (University of East London)||Greece||Maria Dr. Sofologi (Department of Early Childhood Studies & Special Education, Metropolitan College of Thessaloniki) email@example.com | Charilaos Dr. Zaragkas (Department of Early Childhood Education, University of Ioannina, 45110, Greece) firstname.lastname@example.org||Poster Presentation||FAMILY SUPPORT||Teachers' perceptions concerning the connection between academic achievement and single parent families||The family as a historical and social bond in recent years seems to be developing and transforming into different family forms.Decades of changing rates in marriage reveals that there is an increase in diversified family contexts.A single facet of the family structure is also the single parent family.The aim of the present study is to examine thoroughly the personal perceptions of primary and secondary school teachers towards students from single parenting environments. A total of 254 teachers of different age groups were examined. More specifically, for the purpose of the present study a self-reporting instrument designed to measure teachers’ perceptions concerning educational outcomes or academic achievement for students from single-parent families.The results of the present study reveal that teachers’ different demographic characteristics seem to affect their personal perceptions for the educational attainment of children from single-parent families.Understanding the important connections between students from families with different structure and teachers is of vital importance for designing interventions in order to cope with the difficulties resulting from the increased social phenomenon of single- parent family. A well-designed teachers’ intervention program is an important strategy for reducing disadvantages in educational attainment.|
|HyeMin||Yeon||Tongmyong University||South Korea (Republic of Korea)||Younhee Byun (Tongmyong University) email@example.com | Gyeongseon Lee (Tongmyong University) Sunlee31@tu.ac.kr||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Development of Capstone Design Program for Students in Early Childhood Education||The purpose of this study is to develop capstone design program for early childhood education field, which allows students who major in early childhood education develop educational materials for children, which are required in children education institutes and introduce them to institutes in cooperative connection between college and institutes. In this study, we searched needs of children education institutes first. Then we had tried to produce materials based on the needs with students who takes the subject "Development and Method of Educational materials". The first step of the program is preparation. The students learn basic theory and production method of educational materials for children, and needs of children education institutes are clarified. The second step is planning and producing of materials through communication with institutes. The third step is assessment. The produced materials are put on display. The institutes applied these materials in practice. This program will be an opportunity to build strong relationship between college and institutes. The institutes can have needed materials, and colleges can help students to understand practice and children and to prepare ability to design and produce proper educational materials.|
|Wenjie||Huang||China Welfare Institute Kindergarten||China||Individual Paper Presentation||ART||The influence of abstract painting appreciation to children in K5~6`s creativity||In recent years,creativity has been a hot topic in Education. Art is considered one of important things to improve children`s creativity.
This study uses experimental method and observation method.Experimental method is the method of 2*2 experimental group.The independent variable are the form and theme of the paintings,and dependent variable is the imagination of children in the highest grade in preschool.The researcher uses 4 different paintings and choice 52 children to conduct the experiment.After collecting the data,the researcher used SPSS17.0 to process the data.By observation, researcher carried out appreciation activities and found out the difference between before and after in the process and result of creativity.
Research obtained the following conclusion:
1.When children appreciate different forms of painting,there are significant differences in the imagination.Especially in diversity, fullness and originality.But there was no significant difference in emotion.
2.Although there's no difference in the diversity, fullness and originality of imagination when children appreciate paintings in different theme, the abstract paintings in familiar theme have a higher mark than those in unfamiliar theme.
3.After participating in the appreciation of the abstract painting, children's will choose different tools and materials, and use different forms to express the theme.
|Yan||Gong||China Welfare Institute Kindergarten||China||Poster Presentation||PLAY||Practical Research on Outdoor Sports Program for Children in Kindergarten Top -class||Research object: 3-6 years old children
Key words: Children in Kindergarten Top-class Outdoor Sports Practical Research
Findings: Outdoor sports are an important part of daily kindergarten course. Purposeful and planned organization of outdoor sports among young children is of great significance not only to their physical and mental health development, but also to the development of good study habits and learning quality. This research designed a set of outdoor sports program suitable for the age characteristics of young children in kindergarten top–class, with a focus on the significance and value of effective sports programs in advancing the development of young children, the professional development of teachers and the effective interaction between the kindergarten and parents.
Conclusions and Recommendations: The program designed in this research is helpful to enhance the athletic ability of young children as well as to promote the development of their learning quality. A concept of integration should be established in the design and implementation of outdoor sports, which should be a goal-oriented, systematic and prescriptive. Attentions should be paid to observation and support as well as to actively seeking cooperation between the kindergarten and parents.
|Wing Yiu||Kwok||Hong Kong Baptist University||Hong Kong||Sum Kwing Cheung (The Education University of Hong Kong) firstname.lastname@example.org | Lai Kuen Yung (Hong Kong Baptist University) email@example.com||Poster Presentation||FAMILY SUPPORT||Relations of Parents’ Achievement Goal Orientations and Parenting Practices to Their Young Children’s Learning Behaviors||In this information age, it is important to develop children as self-regulated, lifelong learners. Some Hong Kong parents, however, find it difficult to motivate their children to learn actively and hold them responsible for their learning. This study therefore examined the relations of parents’ achievement goal orientations and parenting practices to children’s three types of learning behaviors, namely procrastination, conscientiousness and curiosity. 161 parents with kindergarten children were recruited to complete a questionnaire. Correlation analysis found that parents’ mastery goal orientation was positively related to children’s conscientiousness and curiosity. Their performance-approach and performance-avoidance goal orientations had no significant correlations with children’s learning behaviors. In addition, parents’ warmth, autonomy support and provision of structure were significant negative correlates of children’s procrastination and positive correlates of children’s conscientiousness and curiosity. These findings show that parents play an important role in children’s learning behaviors. It is thus essential for teachers to inform parents (e.g., through talks) about the importance of emphasizing the joy of mastery of new knowledge (instead of the desire to impress others with good performance) when guiding children’s learning. Parents should also be introduced to strategies of how to promote children’s conscientiousness and curiosity via everyday interactions.|
|Maggie||Koong||OMEP-Hong Kong||Hong Kong||Pamela Chan (Causeway Bay Victoria Kindergarten) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Dynamics of Education in a World City: Multilingual and Multicultural Learning Environments||Proclaimed as ‘Asia’s World City’, Hong Kong is an international hub that attracts people from around the world to live, work, and study. Essentially a globalised city of languages and cultures, Hong Kong offers a unique educational system for its students. As Cantonese, Putonghua, and English are all official languages of the city, schools are expected to offer literacy programmes in all three languages to promote children’s language ability. This trend extends from tertiary institutions to kindergartens and nurseries. From a young age, children are exposed to multiple languages and are expected to speak, read, and write in more than one language. Figures from the Census and Statistics Department of the Hong Kong Government shows that aside from Cantonese, which is the mother tongue for most Hong Kong children, 51.7% of parents will also actively expose their children to English, and 27.1% of parents will use Putonghua in the home environment. These figures underpin the importance and value of multilingual learning in the city. In this symposium, speakers and educators will share the key features and dynamics of the present Hong Kong educational system, in particular the use of multiple languages and literacy programmes in the classroom. The developmental effects of multilingual learning will also be explored and discussed. This symposium provides a useful reference for international audiences learning to understand more about other educational systems and literacy learning.|
|Hoi Man||Heung||Hong Kong Baptist University||Hong Kong||Tsz Ying Poon (Hong Kong Baptist University) email@example.com||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||The Relationship between Pre-service Teachers’ Personality Traits and Their Classroom Management Styles||In the past decades, research studies have shown that teachers’ personality traits are somehow significantly correlated with their implementation of teaching, in particular, their classroom management styles. Similarly found in the current study, when 155 pre-service kindergarten teachers (PKgT) conveniently invited and completed a Personality Traits (PT) and Classroom Management Styles (CMS) Questionnaires, adapted from Florin & Old Dominion University (2011). The mixed nature of both quantitative and qualitative data informed significant insights into three folds: 1) PT is significantly positively correlated with CMS, within which, PKgT who are with a higher tendency for the agreeableness traits relate highly on their dominant style of classroom management in class. 2) Some teachers with less experiences might feel less self-efficacious on their CMS than those with more experiences. 3) Not too surprisingly, PT also quite vigorously and predicted the CMS with empirical evidences shown. Although, the current self-reporting questionnaire could hardly measure the explicit attitudes, which left implicit attitudes to require other measures through semi-structured interviews and observations. In sum, teachers who possess their own educational beliefs to treat each human nature episode with kindness, sympathy and cooperativeness, can manage their classes better. Such persuasive analysis as inferred by data, illustrated the necessity to promote a caring atmosphere for all child.|
|Gizem||Silistire||University College London||United Kingdom of Great Britain and Northern Ireland||Individual Paper Presentation||PLAY||Are children’s free play really free?: From gender perspective||The importance of free play in young children’s learning and development is widely accepted. Free play can be seen an opportunity for children to learn about themselves and their near environment additionally to gain physical, social, emotional and cognitive skills. While the focus of research on children’s play has shifted from what children play to why and how children play, there are more detailed and realistic understanding about play and playgrounds which are accepted as places children may play freely. However, recent research on children’s play revealed that play and playgrounds areas in the school settings are gendered by children themselves and specific classroom corners and activities are used to represent femininity and masculinity. It was found that boys dominate construction and outdoor areas mostly; girls control role-play areas and skipping games. Additionally, they may exclude other children’s participation by policing their behaviours, showing physical aggression or teasing. Children’s play enables to reproduce power relations based on ‘dominant gender discourses’. When including gender and power relations into the picture of children’s play, it becomes more complicated to say that in early years settings children have free choice in their play. Therefore this paper aims to highlight the gendered use of spaces; the activities are used as a marker of femininity or masculinity in children’s free play and need for promoting gender equity in early years.|
|Wang||Xinghua||Beijing Normal University||China||Zhou Ji (German Institute for International Educational Research) Ji.firstname.lastname@example.org||Poster Presentation||FAMILY SUPPORT||Effects of Maternal Gatekeeping on Father Involvement and Children's Social Emotional Development in Urban Chinese Families||Previous studies provide mounting evidence for positive consequences of father involvement in childrearing on children’s development (Lamb, 1997; Amato, 1998; Lamb, 2004; Lau, 2010). However, some studies found that mothers did not always hold a positive attitude toward father involvement. Mothers’ attitude and behavior towards father involvement, defined as maternal gatekeeping, may affect child development through father involvement, according to a family system perspective and the co-parenting framework. The focus of the present work is the current status of maternal gatekeeping in urban Chinese families, how it relates to father involvement, and how father involvement mediats the effect of maternal gatekeeping on children's social emotional development. 214 families from Beijing were assessed on maternal gatekeeping, fathers’ involvement, and children’s social emotional development. Results suggested that 1) mothers’ positive gatekeeping behaviors (encouragement) appeared more often than negative ones (derogation and control); 2) mothers’ encouraging and derogation behaviors were significantly correlated with father involvement; 3) maternal gatekeeping could influence children’s social emotional development through the mediating effect of father involvement.|
|Silje Katrine||Contreras||Western Norway University of Applied Sciences, campus Bergen||Norway||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Maintaining the Intrinsic Value of Childhood||The mandate of Norwegian kindergartens states that childhood has intrinsic value which kindergartens shall maintain. Fulfilling this mandate requires a holistic approach to children´s development. In this study, Biesta´s theory of education´s function as qualifying, socializing and subjectifying is drawn upon to conceptualize this holistic perspective. Much of the literature on globalization in education suggests that neo-liberal discourse is gaining momentum and consequently is putting most emphasis on education´s qualifying dimension. Such a development could challenge a holistic approach. In this study, policy documents written by the Norwegian government are analyzed using critical discourse analysis to investigate what the government´s perception of the function of kindergarten is. If the intrinsic value of childhood is maintained, results should show a relatively even emphasis being placed on all three functions, while an emphasis on the qualification dimension could indicate a shift away from a holistic perspective on child development. The study finally discusses whether kindergarten can fulfill its mandate if the perceptions that are uncovered are operative. This study has the potential to engage societies where early childhood education and care traditions are rooted in a holistic perspective on child development in reflection about which outcomes are desirable in education. In this way, informed decisions can be made in the meeting with the neo-liberal discourse.|
|Lin Rong||Lin||Nanjing Normal University||China||Poster Presentation||FAMILY SUPPORT||Research on Ideas about Child-Rearing among Chinese Parents||Chinese parents begin to attach great importance to their children’s education. At present, Chinese parents face the dilemma and feel puzzled when they educate children.For example, they ofen struggle with the problem, is to give children happier childhood or give children more full childhood? Therefore, It is of certain significance to clarify parenting concepts held by Chinese parents and analyze influencing factors,by which parents can be instructed better to educate children in a targeted and scienticific manner. The research focuses mainly on two topics that " how parents perceive their children" and "how parents view preschool education" .8 young adult parents,incuding 5 women and 3 men,living in M city of Eastern China and N city of Central China, were interviewed around their ideas about child-rearing .They talked about children’s abilities,children’s rights,the value of childhood,preschool education and family education.They also expressed expectations for children’s future. At the same time, it is found that ideas about child-rearing among Chinese parents are influenced by era development, parenting style from grandparents , their own growth experience and firends' experience.|
|Paulette||Luff||OMEP UK||United Kingdom of Great Britain and Northern Ireland||Estelle Martin (OMEP UK) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Early Childhood Education as a Foundation for Peace||In this paper, we argue for renewed commitment to peace education in Early Childhood Education and Care. Whilst citizens of Europe have known peace between countries since 1948, violence is ever-present in contemporary societies, threats of terror are real and there are many wars. Creating a peaceful world with and for children is vitally important. Three ways to work towards this are explored: care; critical thinking; and connection. These themes, drawn from educational and moral philosophy, are exemplified with findings from small-scale studies, undertaken in early childhood settings. Firstly, we argue for nurturing relationships at the heart of ECEC, based in ethics of care, where empathy is valued and wellbeing is of prime concern. Through care, inner peace can be fostered together with interpersonal skills, including conflict resolution strategies. Secondly, inspired by pioneers of ECEC and peace education, we can use democratic methods of early education (led by the interests, experiences and engagement of learners) and engender the critical thinking that is needed to resist militarism. Thirdly, we advocate for building of connections, with people and places, for international-mindedness and appreciation of diversity to counter hatred and extremism. Adoption of the Sustainable Development Goals gives impetus to ECEC and to Education for Sustainability. Goal 16 is dedicated to promotion of peaceful, inclusive societies and the hopeful world that is the vision of OMEP.|
|Jessie||Xu||Beijing Institute of Education||China||Individual Paper Presentation||PLAY||The children's scientific learning behavior at different psychological process in collective activities and regional activities||This study examined the scientific learning behavior of 3-6 years old children in collective activities and regional activities. In the first step of study, we determined the basic learning behavior of children in science learning activities and deduced the typical psychological process of different learning behavior by triangulative method. Then, we observed the children's science learning behavior which was used in the collective activities and regional activities to understand children's inner psychological process. The results showed that listening and observing learning methods was used frequently in collective activities, while in the regional activities, exploratory learning and cooperative learning methods were frequently used. It shows that children in the collective activities adopt the passive reception learning style to learn mainly based on sense experience, while in regional activities, active construction learning style mainly based on emotion and thinking activities is used for scientific learning.|
|HyeMin||Yeon||Tongmyong University||South Korea (Republic of Korea)||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||The Program Development for Enhancing Picture book Education Capability||The purpose of this study is develop teacher education program that helps infant teachers to enhance ability to understand features of picture books and capability to plan and conduct various picture book education activities. Picture books have been used as means of education. However, this program aims to help teachers to have abilities to find educational elements in picture books through mindful reading and analyzing picture books and apply them to educational activities. The process of the program for enhancing picture book education capability of teacher are three steps. The first step is exploration of picture books. Find picture book's texts, pictures, and media features and analyze literary elements and art elements of picture books. The second step is reading. Teachers learn various reading method according to features of picture books and training targets. The third step is picture books education planning. Find educational elements in picture books then apply them to education plans. The fourth step is applying. Reading and activities are conducted in practice. This program will allow child teachers to analyze picture books, which are not only cultural media but also artistic media, and have abilities to plan and perform unique education program that utilize features and values of picture books.|
|Dr. Kara Alexandra||Smith||University of Windsor and University of Highlands and Islands (UHI)||Canada||Individual Paper Presentation||FAMILY SUPPORT||‘Nothing About Us, Without Us’: Including Indigenous Family Knowledge in the Classroom||There is a history of distrust, pain, and abuse experienced by indigenous students and families in the educational system in Canada because of the 20th century Residential School genocide (Sinclair, 2014). The 2016 Truth and Reconciliation Calls to Action attempts to make amends and ameliorate educational conditions for indigenous students and their families, yet many remain understandably suspect of formal education. The Métis Authority Social Services in Manitoba, Canada has developed a program called ‘L.I.F.E.’ to address such need. ‘Live In Family Enhancement’ (L.I.F.E.) allows children at risk to remain with their families who may be experiencing hardship. Instead of removing children from the home, and exposing them to more trauma, trained community social workers (much like an ‘Auntie’ or grandmother) goes into the home-at-risk and works with the parent(s) and children to teach them routines and healthy living that will work with their needs. It is suggested that this exemplary program may work as an example for kindergarten and primary school programs. Opening the school to the whole family (parents and grandparents, as well as children) may allow early childhood educators to teach with the family, as educational partners in the child’s learning, and will strengthen the bond of respect between indigenous families and schools. Teaching together (Charlton, 2018; Kanu, 2011) allows everyone to feel respected and safe. This presentation will describe this method and triad|
|Jivegård||Ulla||Gothenburg University Department of Education Communication and Learning||Sweden||Individual Paper Presentation||PLAY||Performance and Humour in Preschool Children´s own organized concerted activities||The overarching aim is to explore Swedish preschool children’s participation and creation of their own organized concerted every day activities. Ethnomethodology and conversation analysis (CA) were the theoretical framework. Focus is on how children´s activities with friend´s establish, maintain, transform and conclude and the structural resources (Mondada, 2006) used in this accomplishment. The study is video based and sequentially analysed in an interactants life worlds analyzes (Pomerantz, 1989). Children´s physical and verbal actions were studied as dialogues in talk-in-interaction. The results show Episodes perceived when Children´s ways of interacting were taking a distinguished or new course: Established, when Children introduce themes or confirm participation roles. Maintained, as discussions about changed participation roles, mutuality or turn-taking. Transformed, when the design were transformed or disputes arise. Concluded, when difficulties or inter-activity shifts occur. Negotiating, as discussions of role proposal, the turn-taking order or access attempts. The Children have to make a large discursive work in order to participate in and elaborate their activities . Children´s access is a stepwise process and changed performance can lead to Intra-activity shifts which contribute to earlier research (Corsaro, 1987; Tellgren, 2004). Humour is used accomplishing many different actions. Pedagogical implications is that teacher observe Children that "can not play."|
|Melsbach||Sylvie||Regroupement des centres de la petite enfance de la Montérégie||Canada||Individual Paper Presentation||PLAY||Nurturing Development of Active Play||We will deliver an exciting workshop on the Nurturing Development of Active Play which was supported by the Lawson Foundation. The goal of our workshop is to help caregivers understand and support the developing child's need to move to six pilot communities (child care centres, parent community, and local stakeholders in health and child development) in different regions of Québec who received information and training about the innate capabilities of children and their inherent need to be active and take risks in outdoor environments in order to transform play spaces and teaching practices.|
|Lu Liu||Liu||South West University , CHINA||China||Ming Zheng Zheng (North West Normal University , CHINA) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||The Development Status and Effective Construction Path of Rural Preschool Teaching Staff in Minority Poverty Areas||This study is based on the support policies of rural teachers in China and Select representative border towns and villages in Yunnan province as the research object , which is typical of the impoverished minority areas in west of China. Through the survey found that against the backdrop of good policy some achievements have been made in the construction of rural preschool teachers in minority Poverty areas, but there are still some problems, such as :It is extremely difficult for preschool teachers to keep up with the requirements of a kindergarten in each village; Volunteer appointment system and labor contract system are not equal to the policy gap; Preschool teacher training is not effective because of teaching team is not stable; The phenomenon of elementary school teaching is serious because of the low level of professional matching rate and the complex education environment in the villages; The complexity of language and cultural environment makes it difficult to find the teachers suitable for their cultural;The preschool curriculum are seriously alienated with the abundant minority culture and the village life. The existence of these problems has its historical reasons and its policy reasons. Research suggests that the support system of the Rural Preschool Teaching Staff in Minority Poverty Areas should be built on the basis of value rules and the Improve rules, and use the inhalation rules as a supplement , this will help to realize its effective construction.|
|Shanze Li||Li||South West University , CHINA||China||Yajuan Sun Sun (DaLi University , CHINA) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||On the Causes for the Low Kindergarten Enrollment Rate of Preschool Children in the Residential Areas of Nu Nationality Based on Cultural-ecological Theory||In recent years, although the governments have invested a lot of money to support the development of pre-school education of minorities with a sparse population, the results are not satisfactory. For example, the enrollment rate of the Nu children to kindergartens is only about 2%, far below the expected level. On the condition that the traditional economic factors are weak to explain the low enrollment rate of the Nu children to kindergartens, this research firstly reconstructs the analysis framework of "low enrollment rate issue" according to the "cultural-ecological theory", and places it in the Nu social and cultural context to conduct inspection. The objects to be inspected include the providers and recipients of the traditional educational cultures in the Nu communities, and the ecological relationship among various educational factors. By virtue of over two months of field trips, It is found that the main causes for preschool children’s low enrollment rate in the residential areas of Nu nationality include three aspects. Firstly,the relatively low degree of social development leads to the Nu people’s weak demand for preschool education. Secondly，the endogenous children education is ecologically complete and stable,and it is quite difficult for the exogenous modern kindergarten education to realize coexistence with it. Thirdly，the modern kindergarten education is alienated from the local time -space consciousness of Nu nationality.|
|Yuying Zhu||Zhu||Nanjing Normal University||China||Poster Presentation||PLAY||From the Surface to the Depth: Using Representation to Enrich the Role Game’s Guidance Strategy||Not only the Role game is one of favorite games of children, but also the most important pre-school game types.In the role games,the children play the role, through imitation and imagination, creatively reflecting the real life.However ,there are some problems in the role games.For example,the game form is simple and repeatable,the game process is out of control, game material is single.Teachers can make the forms of role games complex and diverse, the process of role games stable and orderly, the material of role games rich and interesting by use the representation .Therefore, teachers can write children's stories, add writing materials and create a good writing atmosphere to representation in the process of guiding the role games. Thereby the complexity of the role games will be increased.|
|Nektarios||Stellakis||World Organization for Early Childhood Education, University of Patras||Greece||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||62 years after the 6ht World Assembly of OMEP held in Athens, Greece. "The importance of the first year of life" is still a hot issue||Our purpose is to present and discuss issues that were analyzed during the 6th World Assembly of OMEP held in Athens Greece on 1956. We argue that it is really important that a few years after its foundation OMEP, the first international organization for Early Childhood Education and Care, chose as topic of its World Assembly the first year of life. It means that for our members "education" and "learning" were starting from birth. This is why they paid any effort for building comprehensive early childhood education and care by fostering holistic growth, supporting collaboration with parents and health sector and promoting a pedagogy based on human rights. This is not only a history to learn, but a chance to reflect on and raise our own voice for promoting children's rigth to quality early childhood education and care.|
|Nancy||Proulx||Université du Québec à Trois-Rivières (UQTR) et Regroupement des Centres de la Petite Enfance de la Montérégie (RCPEM)||Canada||Individual Paper Presentation||PLAY||Child Play in Quebec Early Childhood Centres Influenced by The Piklerian Approach (According to educators of children aged 3 to 5).||While in Quebec the Ministry is working to set up a policy for successful education, a research project has been conducted with educators of children aged 3 to 5, in Quebec early childhood Center, mainly in Montérégie. This project, held as part of a master's degree in education, was inspired by the vision of Hungarian pediatrician Emmi Pikler. It is based on two fundamental principles: the child's activity, and the relationship between the educator and the child, both within the group setting. The project focuses on the perceptions and representations that educators have about the child's play, and their relationship. It can already be seen from the data analysis (interviews and questionnaire) that the Piklerian approach has led to a change in the educator's view about child's play, as well as in the relationship they have with the individual child. More specifically, we will see how the educator's vision of child's play has changed; which elements are perceived differently in their practice; and how they represent their role in the child's play. As well, we will look at the strengths and avenues to explore, based on the knowledge acquired in the field of play, seen as a means of learning. These findings are part of the exploratory research and is currently being analyzed and written.|
|Cynthia||Adlerstein||Pontificia Universidad católica de Chile||Chile||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Building Inclusive Settings and Social Justice in Chilean Early Childhood Education (ECE): Physical Learning Environments Modelling System (MAFA)||Learnings from post-structural sociology and place-based pedagogies have informed our understanding of children as experts in their own lives and inhabitants of physical learning environments (PLE). Though this argument has penetrated the Chilean early childhood discourse, educational policies have highlighted settings in a reductionist and adult centered way. From this perspective, we research how to model PLE in public ECE settings to empower children and generate inclusive and place-based pedagogies. This paper shows how an experimental physical learning environment modeling system (MAFA), applied in 14 center-based programs during three years, changes interactions and produces inclusive settings in public Chilean kindergartens.
From a quantitative analysis, ME.MAFA (Adlerstein, Manns & González, 2015) shows that experimental classrooms improve 23% their performance, mainly in dimensions of inclusiveness, empowerment and wellbeing. From a qualitative perspective, in depth interviews and discussion groups display a significant empowerment of children as co-constructors of place and knowledge.
Further research concerning sustainability is required. However, practitioners and stakeholders agree on the importance of redistributing power to children through MAFA System to improve inclusiveness in ECE. We discuss that this system may serve as a means of inhabiting ECE settings and turning them into places for inclusion and social justice.
|Judith Lynne McConnell-Farmer, Ed.D.||McConnell-Farmer||OMEP-USA||United States of America||Jean Simpson, Ph.D. Simpson (OMEP-USA) firstname.lastname@example.org | Pamela R. Cook, Ph.D. Cook (OMEP-USA) email@example.com | Dong Choi, Ph.D. Dong Choi (OMEP-USA) firstname.lastname@example.org | Edna Ranck, Ed.D. Ranck (OMEP-USA) email@example.com||Self-Organized Symposium||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||“Diversity in the Education of Young Children in the USA: Reggio Emilia, Head Start, Environmental Settings, Technology, and Transgender Awareness”||This panel is comprised of five presentations on the topic of diversity in early childhood education in the USA. The titles of these presentations are listed below:
"Diversity in Early Childhood Education in the USA: Reggio Emilia in Practice”.
“Diversity in Head Start: A Premier Early Childhood Program in the USA for Poor Families”.
“The Diversity of Early Learning and Appropriate Environmental Settings from an Early Childhood Education Perspective in the USA”.
“Diversity in the USA: Technology Integration for Early Childhood Teaching and Learning in Higher Education”.
"Learning About Transgender Children: An Expanding Early Childhood Diversity in the USA."
|Denise||Reardon||Early Years specialist||United Kingdom of Great Britain and Northern Ireland||Dympna Fox Reid (Early Years sepcialist) firstname.lastname@example.org | Dilys Wilson (Middlesex University) email@example.com||Individual Paper Presentation||ART||A creative developmental approach to early childhood||This paper seeks to promote a creative approach to early learning by embracing the culturally rich creative experiences that exist within and beyond the child’s world e.g. visual arts, music, dance, drama, and literature. Exposure to a culturally creative enriched early childhood has the potential to influence the future of society and generations to come. The paper tests the assumption that young children form their own ideas, opinions and inspiration and are gifted with unique ways of seeing the world and expressing their ideas creatively. Ideologies and principles of teaching creatively are explored and practitioners are invited to reflect on ways to embrace and role-model a creative approach to early years teaching and learning. Attention is drawn to findings from neuroscience that advocate how creative experiences and opportunities are essential for brain growth and development (Goddard-Blythe, 2011). Ways of developing children’s dispositions to creativity are examined e.g. learning how to make creative connections across all curricula, solve problems, learn from ‘mistakes’, develop the traits of perseverance and resilience, draw on imagination, investigate new possibilities and boundless ways of experiencing the world. A range of research informed practice (Bruce, 2011; Katz, 2011;Oussoren, 2017) provides examples of ways to enrich personal pedagogy, tune into the child, think outside the box, stay culturally well informed, and promote children's creative development.|
|Takashi||Saito||Shokei Gakuin University||Japan||Hideshige Komatsu (Shokei Gakuin University) firstname.lastname@example.org | Yutaka Yamazaki (Shokei Gakuin University) email@example.com | Takeshi Takeda (Daiichi Hikarinoko Nursery School) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||The Effect of the Tokyo Electric Co. Fukushima Daiichi Nuclear Power Plant Explosion on Community Childcare Facilities ~ New Advances in Ways Measuring Playground Radioactive Contamination ~||ESD for young children was disrupted when the Tokyo Electric Co. Fukushima Daiichi Nuclear Power Plant (FDNPP) was seriously damaged on March 11th, 2011 by a tsunami and released radioactive nuclides into the community. Kindergarten and nurseries (hereon after “kindergartens”) within a 200 km radius of the FDNPP were affected to varying degrees. All kindergarten within a 25 km radius of the accident had to suspend operations, with 25 of these kindergartens eventually shutting down due to lack of returning pupils.
Even after playgrounds were cleaned up through government programs, contamination occurred again due to rain and incoming sand/dust. In addition, many trees had to be cut down because it was impossible to rid them of harmful radioactive contamination.
Kindergartens purchased radiation survey meters and began identifying dangerous areas. Teachers and parents then worked hand-in-hand to remove the contamination from the playground and thus gradually paved the way to restart outside play.
Playing with soil is important to early childhood education, but evaluation of radioactivity in soil is difficult for laypeople. Thus we developed a simple method using white clovers to measure soil radioactive contamination. We believe that this method shows great potential to aid laypeople in the future should they, at any point, be so unfortunate to have to worry about radioactive contamination in their own school grounds.
|Sibel Buse||Ipicuruk||Ankara University||Turkey||Ender Durualp (Ankara University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Investigation of the attitudes of raising the children of the parents between twenty-four and thirty-month-old children in terms of some variables||The purpose of this research is to examine the parenting attitudes of parents who between twenty-four to thirty-six month old children in terms of some variables. The sample of the study consisted of 89 families. The sampling group was randomly determined. In order to obtain the demographic information of the families the General Information Form were used to and the "Child Raising Scale" developed by Kılınç and Aral determine the childrearing attitudes of the families. As a result of research findings; there was no significant difference between the childrearing attitudes and the gender of the baby, the age of the baby, the birth order of the baby, the educational status of the mother, the monthly income of the family and the number of children in the family. There was significant difference between the childrearing attitudes and parental education status, mother's working status, age of mother and father's first child possession, marriage period, family type, the person taking care of the child, whether or not the parents have knowledge about child development, their own childrearing attitudes, their perceptions of their own upbringing styles, what they saw as a source of information on child development. As a result of this research, it is considered that the parental attitudes are a guide to reduce the negative effects of the parents who between twenty-four to thirty-six month old children on their children and reinforce the positive parenting attitudes of their parents.|
|Mengqi Li||Li||South West University , CHINA||China||Yafei Yao Yao (South West University , CHINA) firstname.lastname@example.org||Poster Presentation||PLAY||One New-type of Activity Curriculum of Kindergarten: Study Travel||Abstract: In 2016, the ministry of education pointed out that the study travel should be one part of the teaching plan of primary and secondary school education. Since then, the activities of study travel spring up rapidly nationwide, especially in the pre-school education stage.
With the exploration of the evolution of "study travel", this article emphasizes the curriculum-based position of study travel and its unique characteristics such as regionalism, thematic, generating, safety and public welfare
Additionally, this articie tries to set up the basic framework of study travel curriculum of kindergarten, and clarify its theoretical background, curriculum objectives, curriculum content and curriculun implementation.
Through this new-type of activity curriculum. It can meet the leaning and development of children between 3 to 6 years old in the five fields of health, language, society,science and art.
In the end, the writer puts forward several factors supporting the sustainable development of this new-type of activity curriculum.
Key words: study travel i kindergarten curriculum; pre-school education
|Patricia||Matus-Amat||Community college of Denver||United States of America||Anne Fulton (Community college of Denver) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Responsive Relationships: Supporting Diverse Learning communities in Certificate and Associate degree preparation for Early childhood professional.||The training and education that caregivers receive is an important factor associated with the quality of childcare that they provide. Research also shows that high-quality care supports positive development in young children. Lack English proficiency unable to earn these credentials. The Department of Early Childhood Education (ECE) at the Community College of Denver proposed teaching one ECE fundamentals class in Spanish for the Spanish-speaking caregivers given that the State of Colorado requires all caregivers to have taken this course in order to find a job or keep their jobs at a child care center. Denver has a substantial Latino/ Hispanic population of caregivers, which need to be trained to abide by the law. This paper demonstrates, through an original survey, that the academic performance of caregivers improved substantially after taking the course in Spanish. Students took the survey before and after the course, and we assessed their level of English, their technological proficiency, knowledge about Colorado licensing and regulations, level of confidence to be a college student, among other factors. Some students took the fundamentals course in both Spanish and English, and we compared their grades in both classes, as well as their survey responses. This paper demonstrates the importance of offering training and education in more languages to better accommodate the needs of caregivers and of the children who depend on them.|
|Soojin||Yoon||Kyungmin University||South Korea (Republic of Korea)||Juhee Park (Andong National University) firstname.lastname@example.org | Suksil Han (U1 University) email@example.com||Poster Presentation||TECHNOLOGY||Survey of Computational Thinking Education in Early Childhood||The purposes of this study were to examine the practices of Computational Thinking education and teachers’ perception about Computational Thinking education for young children. And it provides the basic data necessary for development of Computational Thinking programs suitable for young children. The subjects were 200 teachers in kindergartens and child care centers located in the Seoul. The questionnaire was distributed and retrieved by mail, e-mail, and direct visits in 2016. 145 copies were finally collected and 72.5% was obtained. The mean and standard deviation were calculated and t - test was conducted using SPSS WIN 20.0. The concepts of computational thinking have nine sub-factors including data collection, data analysis, data representation, problem decomposition, abstraction, algorithms & procedures, automation, simulation, and parallelization. The results of this study were as follows; First, fifty-four teachers (37.0%) responded that they were doing CT education in their institutions. In the sub-factors of CT education, automation, data collection, and abstraction were the most fulfilled. Second, one hundred thirty-two teachers (91.0%) answered that it was need to do CT education in early childhood. 132 teachers who have the necessity of CT education, were asked what was the most important factor among 9 factors of CT education. In the sub-factors of CT education, algorithms & procedures, data collection, and simulation were perceived as an important factors.|
|Geir||Aaserud||Western Norway University of Applied Sciences||Norway||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||OMEP values and views on children and childhood mirrored Åsa Gruda Skard's talks and publications||Åsa Gruda Skard was the World President of OMEP from 1962-1968. She was one of the women that built the organization and fought for children's rights. That has impact the views on children and childhood that we can see too day in many countries. But still we have challenges about children’s right and OMEP values are still important to fight for. Through Åsa Gruda Skard's talks and publications will I give some historical perspectives of her work as respect for the child and that children are different. Obedient children who do not think themselves are dangerous thoughts, say Åsa Gruda Skard, and the second world war show us how terrible thoughtlessness can end she says. After the second world, there were several who believed that there was a need for an organization as the work for peace through children's rights and upbringing conditions. One of the main tasks of OMEP is to work to improve children's terms and raise the quality of childcare. The political thinker Hannah Arendt uses the term natality and pluralism. This term is values that is correlation to OMEP. To focus at natality and pluralism in education we can prepare the new generation to take advance for the task of renewing a common world. This is central perspectives at Arendt and in OMEP values I will focus in that through Åsa Gruda Skard's talks and publications.|
|Nalan||Kuru Turaşlı||Uludağ University - OMEP Turkey||Turkey||Serap Erdoğan (Anadolu University - OMEP Turkey) firstname.lastname@example.org | Nurbanu Parpucu (Hacettepe University - OMEP Turkey) email@example.com | Demet Koç Tüylü (Uludağ University - OMEP Turkey) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Education of Respect for Diversity within the Period of Preschool Education: The Sample of “the Project of Seven Colours of Turkey”||The main purpose of this research is to enable through educational activities the children and teacher of preschool education to recognise different local cultures of our country, to understand different lifestyles, to realize out cultural wealth and to respect all of these.
The research is designed in pre-test and post-test control group experimental pattern which is one of the qualitative research models. The data of the research (as pre-test and post-test) was obtained through applying “The Scale of Respect for Diversity in the Early Childhood Period (4-6 age)” to children and “the Scale of Intercultural Sensitivity” to teachers.
The population of the research are all of the children at the age of 5-6, who attend to the nursery schools of a private school which is active in 42 cities in every region of our country. The sample of the research consisted of 2000 children and 200 teachers who were determined through random sampling method from the population. 1000 children and 100 teachers were in the control group and 1000 children and 100 teachers were in the experimental group.
*This project is being carried out with the collaboration of OMEP Turkey and Bahçeşehir Schools.
|Patricia||Troncoso Ibacache||Catholic University of the Most Holy Conception||Chile||María Eugenia Soto Muñoz (Catholic University of the Most Holy Conception) email@example.com||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Early childhood education teacher training at UCSC: Using the service learning methodology to provide young children with a meaningful learning experience||This experience shows how the Early Childhood Education Program at the Catholic University of the Most Holy Conception (UCSC) incorporates the service learning methodology into the Pedagogical Practice V course, which takes place in informal educational contexts. This methodology integrates both pedagogical elements and service, in order to provide meaningful learning for the students in their teacher training. At the same time, it satisfies the communities´ need to provide education for and promote the well-being of children under six years of age.
This course took place between the months of August and December of 2017. 32 third-year students worked in pairs and carried out their practicums in 16 different school communities and their corresponding educational programs. Students were guided by 2 university teachers who have incorporated the service learning methodology into the course since 2013.
Service learning made it possible for children and school communities to receive different enhanced opportunities for play and learning, through outdoor courtyards and playgrounds, and interior spaces to promote language, use of the senses, and motor skills. With respect to the pre-service teachers, they positively evaluated the experience, stating that they gained experience with team work, working with adults (family and community), resource management, and using reusable or recycled material.
|Lia||de Vocht||University of Canterbury||New Zealand||Individual Paper Presentation||ART||Student teachers’ explorations of a Reggio Emilia approach in New Zealand contexts||The Bachelor of Teaching and Learning in Early Years Education programme at the University of Canterbury is aligned with a sociocultural framework. In 2017 students in were asked to explore a Reggio Emilia approach during a five week practicum in an early childhood setting. Students were required to put together a portfolio with documentation about children’s learning. They were also asked to facilitate art medium activities for young children, such as clay and water colour painting, in order to capture some of the children’s hundred languages. They had to plan how to build on children’s interests. After the practicum, students were asked to write a reflection. After students had received their grade, students were invited to participate in a research project about their explorations of a Reggio Emilia approach in a New Zealand context. The presentation details how students were supported to learn about Reggio Emilia pedagogy. Some of the students’ assignment work will be shown to illustrate what students achieved. Although the assignment was challenging, as the majority of students were placed in early childhood settings which did not follow a Reggio approach, many students achieved remarkable results. Excerpts from interviews with the students will show some of the possibilities and barriers of student teachers exploring a Reggio approach.|
|Gregoria Edith||Bravo Briones||National Board of Kindergartens - JUNJI Chile||Chile||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Strengthening Environmental Education Processes||The educational quality is the main objective of the proposal of "Strengthening Environmental Education Processes", this is strengthened in the guidelines delivered by the Quality Initial Leadership Program QUIK, which provides the tools to enhance the pedagogical leadership competencies of the educators, through theoretical orientations, to generate and implement educational quality proposals, through a reflexive work of the pedagogical team.
The reflection of our pedagogical practices in Area 14 (Quik Program) Understanding the Natural and Sociocultural Environment, leads us to determine a quality objective to be implemented in the Kindergarten, through the methodology of the seven steps in the development of the quality. This method articulates the participation of the family, educational community, local networks, boys and girls:
1. Curricular Integration
2. Pedagogical Practice: Socio-environmental referential diagnosis of the built and natural environment - Sustainable plant production and conservation of biodiversity - Practices of healthy life - Environmental Committee - Principles of environmental responsibility
3. Evaluation of the proposal: Strengths, weaknesses, monitoring, systematization and feedback.
This proposal was executed in the kindergarten "Capullito" during the years 2015, 2016 and 2017, with significant achievements in the pedagogical objectives proposed for the corresponding management.
|Jonna||Kesäläinen||University of Helsinki||Finland||Nina Sajaniemi | Eira Suhonen | Mari Nislin | Alisa Alijoki||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Children´s stress regulation in integrated kindergarten groups||The purpose of the study is to study how children´s stress levels are related to their special educational needs (SEN) in integrated kindergarten groups.
There are several reasons to expect that unregulated stress and learning are related. Activation of the stress sensitive system energises the brain and body giving a push to act and to learn. Cortisol (HPA) and alpha-amylase (SAM) are the main products of the stress sensitive system and they can be easily and non-invasively measured from saliva. (Sajaniemi et al. 2015)Cortisol secretion follows a typical diurnal pattern with a peak after awakening and decreasing towards evening. (Bruce et al. 2002) Previous studies show that children with autism spectrum have divergent circadian rhythm and cortisol elevation. (Corbett et al. 2006) Therefore we hypothesised that stress regulation might be divergent for children with SEN.
This study population is 72 children, 29 with and 42 without SEN. They were from 17 separate kindergarten groups. According to previous studies, the kindergarten groups which were participating had high quality environments. (Syrjämäki et al. 2016) Saliva samples were collected in two days, two times during the day.
Preliminary results show that there are no significant differences between children with and without SEN at their stress levels. This could indicate that high quality in kindergarten groups supported the development of self-regulation skills efficiently also among children with SEN.
|Zeynep||KILIÇ||Marmara University||Turkey||Fatma Özge ÜNSAL (Marmara University) firstname.lastname@example.org | Gülden UYANIK BALAT (Marmara University) email@example.com||Poster Presentation||PLAY||Analyzing The Relationship between Preschool Children’s Motor Skills and Their Self-Concept||The pre-school period in which basic skills are acquired in the motor development process has great importance in the development of children's movement skills. Many researches shows that there is a significant positive relationship between motor development and cognitive, social, emotional and language development. Studies showing that motor development is also an effect on child psychology is internationally recognized. Depression and anxiety disorder are more frequent in children with retarded motor development than children with normal development. As the motor skills of children increase, children's both self-esteem increases positively. It is thought that in the pre-school period, which is a critical period for the development of both motor skills and self-concept, children's motor skills will may affect their self-concept.The aim of this research is to examine the relationship between preschool children’s motor skills and self-concept. This study was designed as relational survey model. Tools that used in this study are CHAMPS Motor Skills Protocol (Kılıç, Uyanık Balat & Çağlak Sarı, 2017) and DeMoulin Self-concept Developmental Scale (Turaşlı, 2014). The research was carried out with 135 preschool children aged 5 years old who continue their education during the fall term of 2017-2018 school year in public and private preschool institutions of Ministry of National Education in Istanbul, Turkey. The data of the study were collected and analyzing of the data is ongoing.|
|Edi||Waluyo||Universitas Negeri Semarang||Indonesia||Rina Windiarti (Universitas Negeri Semarang) Windiarti.firstname.lastname@example.org | Siti Rosdiana (Universitas Negeri Semarang) Sitirosdiana07@gmail.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Teachers perspective in advocating violence on Children||Violence on children is still a debatable issue. For some people talk louder or spanking is a way to discipline the children. Otherwise, people choose to give children everything they need to make them obey the rules at home or school. Nevertheless, do they know about violence and what are the part of it? In Indonesia, according to Indonesian Child Protection Commission (KPAI), the case of violence is increasing every year. Moreover, Hillis, et al. (2016) on their research mentions that children in Asia have the highest number of children exposed; with more than 700 billion children experienced violence. There is a broad discussion on violence, it can happen everywhere with any kind of harassment. Therefore, parents need to be alert in supervising their children intensively. However, many parents nowadays especially mothers are trying to fulfil their needs by working in the industrial sector and spend eight or more hours per day in the factory. So, to be supervised the children every day, it needs a hard work.
The phenomenon of the violence on children in Indonesia documented within the KPAI and reported in 2012 that 91% of violence happened in the family, 87.6% in the school and 17.9% happened in the community. In consequence, a comprehensive discussion on violence could bring complex trauma in children which often experience lifelong problems that place them at risk for additional trauma exposure and cumulative impairment (Cook, et Al., 2017). In this case, the need to mi
|Sare||TÜRKMEN||Recep Tayyip Erdoğan University||Turkey||Aysel Berksoy Taşdan email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Assessment in Early Childhood Education in Turkey||Early childhood education has drawn considerable attention over the years. This interest mainly can be due to three factors: 1) the increase in women’s contribution to work life; 2) the contribution of preschool education to the development of children; 3) governments’ attempts to invest in early childhood education to strengthen the economy and reduce poverty and crime rates in the future. The increased interest and number of children participating in early childhood education have made it necessary to evaluate the influence of education in early years on how children make progress. That is why assessment is an inseparable part of young children’s education process. It can be argued that of New Zealand’s Early Childhood Education Curriculum, Reggio Emilia Approach and Sociocultural Approach, which highly influence early childhood education curricula, play an important role in assessment. This study focuses on the assessment process in preschools and aims to expose the existing situation in Turkey. The study was conducted in the screening model. The study group consisting of 20 early childhood education teachers who work in Trabzon was selected purposefully. Data were obtained through semi-structured interview forms and document analysis.
The data will be analyzed using content analysis and coding.
Keywords: Assessment, alternative assessments, early childhood education, assessment in early years
|Shinko||Kondo||Oakland University||United States of America||Poster Presentation||ART||Improvisational Musical Communication in the Studio Instruction for Young Children||Importance of valuing student’s originality and creativity in music learning process has been re-recognized in the instrumental studio instruction. Each child is inherently creative, has unique physical, emotional, intellectual, and spiritual needs and abilities, and possesses an unlimited capacity to learn.
This ethnographic qualitative case study focuses on three different groups of young piano learners (aged 4-9) during collaborative problem solving experience. Data were collected primarily through video observation field notes and a reflective journal. Analysis included the construction of narrative vignettes from these data. This study is drawn from a larger research study that sought to provide insight into the nature of musical communication and scaffolding in the young children’s music learning. (Dissertation: Musical Communication in Scaffolding of Young Children’s Music Learning, Oakland University, 2015). Findings suggest that applying creative space in studio instruction seemed to be essential to learners’ fashioning musical identity as becoming-musicians. Through improvisational musical communication, learners (musicians) seemed to develop themselves, being aware of the uniqueness of each individual and working toward becoming all they can be. The communicative process itself became the product, in which they shared understanding, engaged in performance assessment, and provided scaffolding for each other.
|Siska||Van Daele||Karel de Grote University College||Belgium||Leen Dom (Karel de Grote University College) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Childcare 2030 and Green Feet: Raising awareness about sustainable development in ECEC teams||Until recently, few innovate practices targeting education for sustainable development involved the youngest children (0-3 years old) in Early Childhood Education and Care (EPSD, 2010). Education for a sustainable society should, however, pay attention to this type of ‘Early Years Education’ (Gothenberg recommendations, 2009) since it lays the foundations for lifelong learning and has great effects on ecological awareness later in life (EPSD, 2010; Siraj-Blatchford, Smith & Samuelsson, n.d). The most important contribution to education for sustainable development in these early years involves the ‘live as you teach’ and the ‘whole school’ approaches, in which ECEC settings monitor their ecological footprints and strive to realize a democratic and participatory society involving children, parents and professionals alike.
The Centre of Expertise for Pedagogical Support in Daycare and Schools of the Karel de Grote University College is conducting two research projects that tie in with this overall approach. In ‘Childcare 2030’ an action research in two daycare settings tackles the different ways child minders can work on education for sustainability. In ‘Green Feet’ four nurseries for babies and toddlers are coached in transforming their citylike outdoor area into a natural playing area. In this presentation we want to acquaint participants with the preliminary results of both research projects and present them with the inspirational materials we are developing for ECEC teams.
|Marcos Antonio||Nahuelcheo Parada||Junta Nacional de Jardines Infantiles Chile||Chile||elisa Rocio padilla Soto (Junta Nacional de Jardines Infantiles) email@example.com||Poster Presentation||PLAY||AUKANTüN, MAPUCHE GAMES FOR CHILDREN. the wisdom of the Chilean native people||In Chile, Mapuche people have developed knowledge without measure.They have promoted several strategies of teachings and learnings, being Aukantün(Mapuche games) one of the most known. The game as a methodology for learning, manifests spontaneously in children.Through games they can develop free expression, imagination, exploration and coexistence to interact with others and their environment. That is why the intercultural program “National Board of Kindergartens of Chile” in Araucanía region, has recovered and is implementing 12 Mapuche games as a contribution to integral development of boys and girls, complemented with the teaching of a second local language the Mapuzungün, honoring and incorporating in a practical and daily way the sociocultural contexts of children and society in general.This experience is a concrete product of the intercultural dialogue that translates into a didactic at service of childhood.You can visualize different benefits, both related to different institutional emphases such as motor skills and physical activity, coexistence, autonomy, collaboration.In the other hand is a contribution to local identity by incorporating the Mapuzungün, to contribute to a greater and better understanding and linguistic expression of this language as a form of ongoing dialogue.It incorporates a worldview that puts in value norms of coexistence, respect ,cultural elements that arise from the relationship of reciprocity between man-nature characteristic of the Mapuche|
|Özlem||KOÇ||Ankara University||Turkey||Poster Presentation||PLAY||Analysis Asylum Seeker Mothers Opinions About Play||The impact of the internal conflict and the humanitarian crises experienced in the Syria, 4.8 million people had to take shelter in their neighboring countries for their safety.In accordance with the open door policy, Turkey follows, about 3.020.654 Syrian citizens hosted in Turkey according to Republic of Turkey Prime Ministry, Disaster and Emergency Management Presidency (AFAD) data in May 2017.It's also known that about 54% of Syrian people who take refuge are children.In this conflict environment, it is thought that the children who pay the heaviest prices and also deprived of their basic rights like the right to life,nutrition,education and also right to play. In this challenging living conditions, asylum seeker families do not also support their children.In these negative circumstances,children are not able to meet their need of play that is the most important and natural part of their life.Based on these considerations, this study was conducted with the asylum seeker mothers who have 2-6 years old children on two main research questions. the first question deals with the general opinions of these asylum seeker mothers about the play.The second question focused on the current opinions of these asylum seeker mothers about olay after a 10- week training on the play. Within the scope of the research interview and education programs were organized with the mothers who are registered in Turkish Red Crescent Child Protection Center and the results will be evaluated.|
|Tuna||TUNCAY||Hakkari University||Turkey||Ayca ALAN (Ordu University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||From Lions to Snails, Trees to Mushrooms: How does young children’s perceptions of forest changes in forest school session?||The aim of this study was to examine perceptions of young children aged 40-48 months (N = 12) who attended a private early childhood institution located in Ankara,Turkey. In this study, forest school approach which included multiple open-air activities in a forested area with children one day a week. It was planned that the children would spend an average of three hours. This study lasted 6 weeks in summer time. The study included the stages of gathering, warm-up, walking, breakfast, free play, structured activity, gathering, counting and returning to school. Data were gathered through interviews and drawings made with children before and after the study. Considering pre-interviews and pre-drawings of children, the results of the study indicated that wild animals(lion,bear,wolf) were living in the forest and forests are generally seen as a place of Barbeque parties on weekends. At the end of the forest school sessions, children’s perceptions changed related to forest as they were developing new concept maps that forests include snails, snakes, ants, open-air, mushrooms etc. Moreover, most of the children concentrated on animals while less is interested in plant species.|
|Mariam||Krayem||Anglia Ruskin University||United Kingdom of Great Britain and Northern Ireland||Individual Paper Presentation||TECHNOLOGY||Promoting Fine Motor Skills Using Digital Technology in the Early Years in Lebanon and England||Digital technology affects ways children act with others, play and write. Yet little is discussed about integrating digital technologies within early childhood curricula, and limited evidence exists concerning teachers’ beliefs about computers and play in Early Years (EY) settings. Research focuses on the emotional, cognitive, and social development of children, while physical growth is lagging behind. Motor development is important in the early childhood curricula. Integrating digital technologies into curriculum and pedagogy will support children’s learning and development; therefore it is an important area for research. This will contribute to re-conceptualise young children’s learning with digital technology that offers insights for the successful integration of digital technologies in early childhood education.
R.Q: How can educators integrate digital technology in early years curricula and pedagogy to promote children’s fine motor skills?
Qualitative research will be used to explore the educational experiences of children in Lebanon and England. I will observe and video four-year-olds in three nurseries in each country. In each nursery, the fine motor skill activities of three chosen children will be closely observed and three educators from each country will be interviewed with reference to video observations. Data will be analysed, using a multi-modal approach to identify the current uses of digital technology in order to promoting fine motor skills with these tools.
|ELISA ROCIO||PADILLA SOTO||JUNTA NACIONAL DE JARDINES INFANTILES||Chile||MARCOS ANTONIO NAHUELCHEO PARADA (JUNTA NACIONAL DE JARDINES INFANTILES) MNAHUELCHEO@JUNJI.CL||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||INDIGENOUS LANGUAGES TEACHING (MAPUZUNGUN), COMUNICATIVE INTERCULTURALITY.||Chile has 9 indigenous peoples recognized, one of these is the mapuche people. In the region of la Araucanía in the Surrey data Casen 2016, 34% of children are Mapuche. The Mapuche people, is located in four regions in the South of Chile. This people has their own language (the Mapuzungun), which UNESCO considers it among the 300 languages in danger of extinction or with difficulties of usage.
Intercultural program of JUNJI Araucanía, develops strategies to revitalize the Mapuche language in Kindergardens. One of these strategies is the incorporation of 25 native speakers of the Mapuche language to the classroom, which are selected by the indigenous communities themselves where these kinders are located. These native speakers accompany the educators of young children in the role of ; complementing the knowledge held by these professionals, with knowledge that posses these local, wise people to put them at the service of the children's learning.
This educational dupla has designed somedidactics andmethodologies for the teaching of the mapuche language in early education and related to the community interes. In this context, it has been sistematizad the following methodologies; - local mapuche songs, different mapuche games , tales and local history, learning by doing in territorial spaces, among others.
|A. Monika||Dentale||Western Norway University of Applied Sciences, Bergen, Norway||Norway||Poster Presentation||PLAY||Gender and Lego blocks in kindergarten.||Master student in Early Childhood Education and Research
PLAY: FREE PLAY.
In traditional Norwegian kindergartens plenty of space is given to child’s free play. My research investigates gender in the context of children’s play with Lego, particularly about how gender might influence children´s agency in play. I examine kindergarten workers’ identification of gender issues in a video of children engaged in playing with Lego, in regard to how these issues affect children’s foregrounds and backgrounds (Skovsmose, 2005). My focus is on the different discourses about gender that are used during focus groups interview with kindergarten staff. Using Foucault´s (1970) theory, I analyze the discourses to determine how they meet, influence or eliminate each other. Identification of the gender discourses provide indicators of the possible foregrounds that children might perceive that they have based on their gender. This research project is a part of my master study, and suppose to be done in November 2018. My supervisors are: Tamsin Meaney and Hanne Værum Sørensen.
|Christina||Pernsteiner||PH Burgenland||Austria||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Overcoming boundaries – Transition processes between kindergarden and primary school in border regions||Linguistic, intercultural and social skills are regarded as a key to foster understanding and community building in a global world. This is especially important if children grow up in border regions. The aim of the research is to gain insights into the transition processes between kindergarten and primary schools in such areas. The research questions focus on the possibilities and challenges regarding (international) cooperation between the educational institutions. A special interests is which methods and materials are seen as helpful within these cooperations. The views of teachers, children and parents are included into the research. The research takes place within the EU-funded project „Educational cooperation in border region“ with Hungary and Austria as participating countries. Research methods are semi-structured Interviews with kindergarten and primary school teachers; photography walking tours, interviews with children and parents. First results will be published in spring 2018.
Perry, Bob/Dockett, Sue/Petriwskyi (2013): Transitions to School - International Research, Policy and Practice (International Perspectives on Early Childhood Education and Development. Heidelberg: Springer.
Stig, Broström (2002): Communication and continuity in the transition from kindergarten to school. In: Dunlop, Aline-Wendy (Ed.): Transitions in the Early Years: Debating Continuity and Progression for Children in Early Childhood.
|Guang Lea||Lee||Old Dominion Univsersity||United States of America||Sungok Reina Park (Minnesota State University - Moorhead) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Learning and Sustaining Heritage Language and Culture While Growing Up in the United States of America||We will discuss the significance of learning and sustaining heritage language and culture on children. Specifically, we will explore immigrant Korean parents’ beliefs on bilingualism, and their in-home heritage language instruction practices with respect to their efforts to raise Korean-American children able to speak their heritage language. This presentation will reveal the degree to which bilingual Korean families are successful in teaching their Heritage Language (HL) while their children grow up learning English as a second language in the United States. Participants will learn how to encourage culturally diverse families to preserve their HL. We will share the ways immigrant families engage children in practicing their heritage language and increasing their basic interpersonal communication language skills (Cummins, 1996) so they will naturally and simultaneously become bilingual speakers.
Our presentation will focus on:
1. What are the beliefs of Korean parents regarding teaching their HL?
2. What are the teaching methods that Korean families use to teach their children to learn, practice, and maintain their HL?
3. How can K-12 teachers play a significant role in times of great challenge to support bilingual students and their families in maintaining their language and culture?
From our presentation, the participants will gain a greater awareness of the Korean culture and educational values.
|Lucie||Jarkovska||Institute for Research in Inclusive Education, Masaryk University||Czechia||Martina Kampichler (Institute for Research in Inclusive Education, Masaryk University) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Choosing the right kindergarten: Parents’ reasoning about their ECEC choices in the context of the diversification of ECEC programs||The sphere of early childhood education care (ECEC) in the Czech Republic has diversified enormously in the last decade. The paper describes this diversification process and, drawing on focus group data, it analyses parents’ choices within this diversified realm. Based on their selection criteria (importantly structured by constraints and opportunities related to a social background or family status), it identifies 4 parental groups: pedagogical approach-centered, child-centered, facility-centered and non-selective. These issues of ECEC diversification and parental choice are then discussed in the light of Annette Lareau’s classed cultural logics of child rearing and linked to potential implications for the reproduction and reinforcement of social inequalities.|
|Frine||Salguero||banorte foundation||Mexico||pilar alonso (banorte foudnation) email@example.com | hans fragoso (banorte foundation) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Preschool Leadership Practice in México||In Banorte Foundation we built our Education Program based in two axis: Preschool is a key factor on early childhood development and school leaders play a key role in school outcomes by influencing the motivations and capacities of teachers, as well as the environment and climate within which they work, building community among parents and fin. After one year of training principals of public preschools in leadership and management we’ve been gathering information about the characteristics and the profile of these actors in Mexico. We did more than 15 focus groups and more than 2540 surveys about their interests, quality of the training, recommendations and special needs for them to pursue a better role in their schools.
We systemized the information and data and now we’re able to present some conclusions on their perspective on preschool education, educational reform, similarities and differences on challenges per state, among other results. We’re using this information to co-create a learning virtual community that can accompany the principals in their daily job with innovative content and activities of the most important actors in Early childhood education around the world, a national contest on leadership and better practices on education and a Magno Event on Innovation of Preschool Education in Mexico and around the World.
We would like to assist to OMEP 2018 to present the results on this research and the next steps on Banorte Foundation Strategy to potential allies.
|Ordália Alves||Almeida||OMEP/BR||Brazil||Milene Bartolomei Silva (OMEP/BR) | Ana Paula Gaspar Melim (OMEP/BR)||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Toy library: an area of expression of childhood||The present article aims to discuss the importance of the toy library in Child Education Institutions, as a space in which children express their wishes, develop bonds with each other, discover a new world and learn in a significant way. The Federal University of Mato Grosso do Sul (UFMS), based on the project "Open Toy Library: A Learning Space", provided the training of teachers through contact in a playful space involving children and activities of play, culture and leisure, contributing to the same time with the learning of the future teacher as involving the external community in the form of improvement actions for society. The Brinquedoteca Aberta project started from the observation of a significant number of students of the pedagogy course who, in doing their internships, observed that many children who presented learning difficulties did not have the opportunity to learn joking. Faced with these facts, we propose within the scope of the Faculty of Education FAED / UFMS, this project to value the importance of the toy library in educational institutions. The project was developed in 2017, attending 15 children each week providing opportunities for academics to observe the child's play as a means to better understand it; linking play to teaching and learning processes, as well as the possibility of expanding teacher training.|
|Vladimíra||Hornáčková||University of Hradec Králové, Faculty of Education||Czechia||Poster Presentation||PLAY||Potential of play in pre-school education and its pitfalls||The study deals with the game as the dominant activity of a pre-school child and points out the possibilities of presenting the meaning of the game to parents and the public in the vicinity of the school. Draws attention to the pitfalls in underestimating play in kindergartens, which is based on over-organizing a children's education program or applying elements of alternative concepts without respecting nursery conditions.|
|EUN HYE||PARK||EWHA Womans University||South Korea (Republic of Korea)||JI EUN OH (EWHA Womans University) email@example.com||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||A Study on the Effectiveness of the Tool Kit Program for the Kindergarten Teachers’ Attitude toward the SDGs||The purpose of this study is to examine changes in kindergarten teachers` perception toward SDGs and the awareness of SDGs concept after tool kit program. Sustainable Development Goals (SDGs) are one of the most important international agendas and it is crucial to recognize the significance to achieve the goal until 2030. However, the concept of the SDGs is acknowledged by only few early childhood educators since the adoption of the SDGs. Therefore, the study suggests to develop toolkit for enhancing understanding of SDGs key concepts. The research was based on the literature study, and constructed the toolkit reflecting the targets of SDGs, the present situation of early childhood education in Korea, and suggesting action plan at last. After developing the tool kit, preliminary study has been done for the effect of the program by 10 kindergarten teachers, expected results and the findings were consistent, as follows：① participants have significantly more positive attitudes toward SDGs. ② the perception to integrate SDGs in the field has changed after participating on the program. The result implies that the participators had better understandings after participating on the SDGs toolkit program. Therefore, it is needed to develop different programs for the different concepts of SDGs to teachers and preliminary teachers. As a conclusion, the study suggests several implications for future research and SDGs program curriculum for teachers and based on these results.|
|Kyonghee||Chon||Kangnam University||South Korea (Republic of Korea)||Kyonghee Chon (Kangnam University) firstname.lastname@example.org||Poster Presentation||TECHNOLOGY||A Comparison of the Scores Produced by Human Raters and the Automated Scoring System||With increased use of constructed response items in large scale assessments, the cost of scoring has been a major consideration (Noh , Shim, Kim, & Kim, 2012; Wainer & Thissen, 1993). In response to the scoring cost issues, various forms of automated system for scoring constructed response items have been developed and used. The purpose of this research is to provide a comprehensive analysis for the generalizability of scoring results using the automated scoring system and compare it to that of scoring results produced by human scorers. The results presented in this study provide evidence supporting the argument that the automated scoring system offers outcomes nearly as reliable as those produced by human scoring. With these findings, the automated system appears to be a promising alternative to human scoring in that the cost and time associated with recruitment and training human scorers can be significantly reduced. Thus, the results of this study will serve as empirical evidence for the dependability of the automated scoring system.|
|Ulina Consuela||Mapp Reid||OMEP Panamá/ ISAE Universidad||Panama||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Teacher evaluation practices in the classroom for children four and five years of age en the classroom||The research "Teacher evaluation practices in the classroom for children age four and five years of age in the classroom", A research according to a theoretical vision of the evaluation practices in preschool classrooms from a perspective of the concept of evaluation and teacher reflection. The general objective of the study is to analyze the evaluation practices in the preschool in order to design a guide that will help improve the evaluation of boys and girls of four and five years of age.
During the development of this research, a conceptual revision of the evaluation was carried out at the preschool level, the referents are: legal background and the evaluation approach as learning in this stage of the child's life. In Panama there is a legislation regarding the evaluation at different levels of the education system, but no similar research was found.
The evaluation as a learning process in preschool is based on the following approaches: Concepts of preschool from Law 34 of 1995 of the Ministry of Education; the Problem of Evaluation of game-school tasks period and daily activities; the Formative Evaluation and the Characteristics of Evaluation. The methodology used in this research was from a mixed approach: Qualitative and Quantitative with a descriptive type of study where the evaluation practices are analyzed in natural contexts; interviews were conducted with five international experts and 284 surveys were applied to preschool teachers at National level.
|Hannah||Ajayi||Obafemi Awolowo University||Nigeria||Temitayo Ogunsanwo (Kwara State University) email@example.com | B. Oluwatoyin Akinola (Obafemi Awolowo University) | Temilola Popoola (Obafemi Awolowo University) firstname.lastname@example.org | Gladys Segun-Dipe (Computer Age Academy)||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Quality and Inclusiveness of Institutional Care Centres in Nigeria||Every child deserves adequate care no matter where they are housed. The care is expected to help them develop optimally so that they might reach their potential. Even the children in the institutional care settings should not be an exception, however, not much has been carried out to examine the quality of these institutional care settings in Nigeria to determine whether the children in there would develop like their counterparts in homes. The study adopted descriptive research design. All institutional care settings for children in Nigeria formed the population. 16 institutional care settings were randomly selected from four states. . One instrument was used. Data collected were analyzed, findings were presented and recommendations given to stakeholders.|
|Ordália||Alves Almeida||Organização Mundial para Educação Pré-Escolar/Brasil - OMEP-BR||Brazil||Ana Paula Melim (Organização Mundial para Educação Pré-Escolar/Brasil - OMEP-BR) email@example.com | Milene Bartolomei Silva (Organização Mundial para Educação Pré-Escolar/Brasil - OMEP-BR) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||RIGHT TO EDUCATION, JUDICIALIZATION OF CHILD EDUCATION, CHILDHOOD AND CHILDREN||This article discusses the process of Early Childhood Education legalization, especially seeks to contextualize the concepts of childhood and children and contradictions expressed in the practices of prosecutors when it seeks to guarantee the right of children to Early Childhood Education. The aim was to highlight the legal and educational implications and contradictions expressed about the current process of Early Childhood Education legalization, and also outline the conceptions of childhood and children, referenced by the new social studies of childhood in contrast to the views that are expressed in the Early Childhood Education legalization; showing how this process was formed and its practical consequences. For its realization was necessary to review the literature creating a dialogue with the authors from educational and the law field (ARIES, 1981; CAMPOS, 1993; CURY; DIDONET, 1977, 1993; FERREIRA, 2009. FULLGRAF, 2002; KRAMER, 1982; MAGALHÃES, 2014; VIANNA, 1999, MUNIZ, 2002, SARMENTO, 1997, 2004). We also did a online research of judicial decisions dealing with the our subject, to then proceed our analysis and considerations. We note that the process of legalization while guarantee the right of children to education, may in some circumstances injure the right of children to live their childhood and at the same time, violating the rights of their peers.
Keywords: Childhood, Early Childhood Education, Legalization.
|Pamela R. Cook, Ph.D.||Cook||OMEP-USA||United States of America||Judith Lynne MConnell-Farmer, Ed.D. McConnell-Farmer (OMEP-USA) email@example.com||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||“Guiding Young Children and Enhancing Communities in Belize, Central America”||The 8th Washburn University Study Abroad in Belize Program, Topeka, Kansas, USA, and the 9th Annual Belizean International Symposium on Education, Belize City, Belize, are making significant, positive impacts on the lives of young children and their families in Belize, Central America. Activities, research, volunteer opportunities and personal reflections will be presented. Invitations to become involved in service opportunities for guiding young children, presenting research, and enhancing the communities in Belize will be shared.|
|Suksil||Han||U1 University||South Korea (Republic of Korea)||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||A Study on the Application of child assessment circular Model||The purpose of this study was to confirm the effectiveness of the Circular child assessment model which is developed by Han(2016) to accompany [Nuri-national curriculum for age 3-5]. The participants for this study were six early childhood teachers, each of them was in charge of class of aged 3, 4 and 5. Prior to field application of the model, the teachers were trained one time for 2 hours about the principles of model. This model was applied in 3, 4 and 5 years classroom during the second semester 2016. This model consists of four elements: purposes, contents, methods, and usages of assessment. Assessment procedures are conceptualized on macro level and micro level, respectively. On macro level, assessment was proceeded screening or readiness assessment, formative assessment, and summative assessment throughout the year. On the micro level, assessment has cyclical process involving four steps like ‘asking question’, ‘collecting data’, ‘ interpreting data’, ‘taking action’. The reflective journals, the interview recordings and the Delphi survey papers were analyzed qualitatively. As a result, flexibility in assessment period was suggested rather than strict following to previous annual plan. Second, it is need to provide case examples in [Child Observation Form] to accurately determine the level of child development Third, it is need to simplify recording method and it is effective to allow the teacher to autonomously determine the number of evaluation factors.|
|Emily||App||Southern New Hampshire OMEP Club||United States of America||Meredith Murray (Southern New Hampshire University OMEP Club) firstname.lastname@example.org | Mikala Clark (Southern New Hampshire University OMEP Club) email@example.com | Megan DeLorenzo (Southern New Hampshire University OMEP Club) firstname.lastname@example.org||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Why is Special Education important in Early Childhood? Why should there be a greater focus on this?||We would like to present about the importance of Special Education in Early Childhood Education and why there needs to be a greater focus on this area of teacher preparation programs. This content connects with the overarching theme, Sustainability At Its Best, because we will address the role of early childhood education and voices of professionals in the field.
The content: Our major theme is the development and inclusion of Early Childhood Education and Special Education. Beginning with the developmental stages of early childhood, we will compare the behaviors and development of typical and atypical students that early childhood educators will see. This will segway into the role of special education in providing services for those with atypical development and behavior. We will then discuss the role that training for special educators can play in differentiation, guidance (students and parents), alternative strategies, and play-based curriculum.
|Marlyn||Kramer||`ECE Training Dynamics, LLC||United States of America||Self-Organized Symposium||PLAY||Play: the Springboard to Learning||Workshop Description:
Is it really just playing? Play is critical to the neurological and educational development of young children! It is through play that children begin to develop pre-reading, pre-math, science, and problem-solving skills. Participants of this workshop will discover why play is important and how to design/manage a classroom that will encourage active free center play.
1. Name 4 characteristics of play and explain why play is important to the neurological and educational development of young children.
2. List 3 examples of how play fosters problem-solving, pre-math, pre-reading, and science skills in young children.
3. Describe play materials that are open-ended.
4. Discover classroom management techniques that will foster play in the classroom.
Sequence of Training:
*Introduction of Trainer, Topic, and Objectives. (5 minutes)
*Introduce characteristics of play. why play is important to neurological and educational development, and theologians' philosophy of play. (20 minutes)
*Participants will work independently or in small groups with actual play manipulatives; large group discussion will follow. (35 minutes)
*Participants will play a short "bell game". (5 minutes)
*Discussion of why free play centers is important and how classrooms can be designed to facilitate this free play time. (10 minutes)
*Question and Answer period. (10 minutes)
*Conclusion with the reading of a poem "Just Playing". (5 minutes)
|Dong||Choi||Park University||United States of America||Judith McConnell -Farmer (Washburn University) email@example.com||Individual Paper Presentation||TECHNOLOGY||Technology Integration and Research for Teaching and Learning in Pre-K to 12 Classroom Settings||Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select and use the “best” tech tools while not losing sight of your goals for student learning. Thus, professional training opportunities, based on research, are critical for teacher to integrate technology into their teaching. Dr. McConnell-Farmer will discuss a research study with 3-year-olds titled, “Digital Literacy for Young Children: The Baby STEM Project” . This study explored the use of e-books for teaching young children compared to the same text in a traditional, hard-back format. Dr. Choi is a certified eMINTS instructional specialist and has taught college courses that are designed to integrate technology for teacher candidates in preschool to 12th grade. eMINTS stands for enhancing Missouri’s Instructional Networked Teaching Strategies; it is a professional organization that provides a 2-year training for educators who plan to implement authentic learning with technology. This presentation will provide the following issues on technology integration for teaching and learning.
• Creating authentic learning, high quality lesson, learning community, and assessment using technology
• Technology tools for preschool to 12th grade
• Learning outcome of technology-based learning
• Presenting one college course regarding technology integration
|HYUN-JUNG||HAN||Pusan National University||South Korea (Republic of Korea)||Individual Paper Presentation||PLAY||Dangerous play vs Adventure Play||There are many dangerous elements in children's play environment today. Therefore, most cases are excluded and prohibited safely. Among them, the rough play of children climbing, jumping, or speeding up a high place is forbidden. That is, children have less opportunity to experiment with their own bodies. The purpose of this study is to capture the scenes of allowance and prohibition in the play of children in institutions, homes, and outdoor playgrounds. In addition, I would like to examine what pleasure the children feel. In addition, we will look at the way of thinking about safety that coexisted between risk and adventure based on the rhetoric surrounding the regulation of play environment in Korean society. Ultimately, the purpose of this presentation is to identify and reconstruct the core of the challenging elements needed in the modern child care environment.|
|Man Pui||Tsang||Hong Kong Baptist University School of Continuing Education||Hong Kong||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The effectiveness of enhancing orthographic knowledge to improve on Chinese literacy ability of children with at-risk dyslexia||Literacy ability plays a crucial role in children’s academic success. It is therefore important to identify the effective strategies to facilitate literacy development of children with dyslexia. The purpose of this study is to investigate the effects of enhancing orthographic knowledge on improving literacy skills of a child with at-risk dyslexia. The intervention program of this study consists of 10 sessions, in which two of them implementing a pre-test and a post-test about the areas of reading and writing. In each of the eight sessions, the child was taught about two aspects of orthographic knowledge, including: (1) differentiation of single-component characters and compound characters; (2) the knowledge of radicals. The result indicated that the child had improvement in both of the reading and writing abilities after acquired the orthographic knowledge. The child’s abilities in reading aloud and reading comprehension had enhanced. The skill of writing Chinese characters was also showed improved. Findings of this research study suggested that kindergarten teachers can comprise delivering the understanding of orthography with the knowledge of phonology and semantics equivalently so as to benefit the children with at-risk dyslexia who are under-diagnosed studying in mainstream kindergarten.|
|Sum Kwing||Cheung||The Education University of Hong Kong||Hong Kong||Katrina May Dulay (The Chinese University of Hong Kong) firstname.lastname@example.org | Xiujie Yang (The Chinese University of Hong Kong) email@example.com | Catherine McBride (The Chinese University of Hong Kong) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||Home Learning Environment or Parents’ Characteristics: Which Matters More for Filipino Children’s Numeracy Skills?||Parents play an important role in early numeracy development. This study further explored whether the numeracy learning environment they create at home or their own characteristics contribute more to children’s numeracy skills. 341 Filipino children aged 5-8 were tested on skills in numeral identification, rote counting, identification of missing number in number strings, numerical magnitude comparison, and addition. Moreover, their parents were tested on calculation fluency and asked to complete a questionnaire about home numeracy environment (including the amount of numeracy learning resources for children, and frequency of parent-child home numeracy activities) and their own characteristics (including their monthly family income, educational level, and frequency of engaging in math activities on their own). Linear regression analyses showed that after controlling for children’s gender, age and grade level, parents’ calculation fluency was a positive correlate of all 5 children’s numeracy skills. Surprisingly, parents’ frequency of engaging in math activities on their own was a negative correlate of some children’s numeracy skills. Parental education level and home numeracy environment variables were significant correlates of only 1-2 children’s numeracy skills respectively. These findings suggest that more support should be provided to parents, so as to help them capitalize on their own math skills and create high-quality home environments for children’s numeracy learning.|
|Constanza||Ried||Fundación Entrelíneas||Chile||maría josé González (Pontificia Universidad Católica de Chile) email@example.com||Individual Paper Presentation||ART||Books and early childhood in Chile: COLECCIÓN ARTE PARA NIÑOS (Art Collection for children) of the Chilean publisher house Ekaré Sur||During the last decade, Chile has experienced a significant increase in the number of publishing houses directed to child and youth audience and in the publication of books for that public. This has meant enormous advances in the valuation of books, literature and reading, and in the formation of audiences for literary works in childhood and youth.
However, the Chilean editorial offer specifically linked to literature in early childhood (from 0 to 3 years old) is still poor and has little to offer. In this context, it is interesting to highlight the work of the independent publisher Ekaré Sur. Their foundation dates back to 2008, and emerged in Chile as a distributor of the well-known Ediciones Ekaré (founded in Venezuela in 1978), a mandatory reference for children's literature and Latin American youth, which in 2016 received the prestigious BOP award for the Best Editorial in Central and South America at the Bologna Book Fair.
Ekaré Sur specializes in picture books for children and young people. It has an award-winning catalog of publications, mostly from Chilean and Latin American authors and illustrators. Among its catalogs aimed at early childhood, highlights an innovative line of great interest that we would like to present and analize: the Art Collection for Children, where the child will find books of first representations (with forms and elements of their environment) in the works of prominent Chilean artists.
|Xiaofen||Wang||Nantong University||China||Tiemei Xu (Nantong University) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||A Survey on Vocabulary Development of Migrant Preschool Children in China||Language is the most important communication tool for human beings, the acquisition of vocabulary lays the foundation for the development of children's language, children's mastery of vocabulary is an important standard to judge the level of language development. PPVT test was conducted among 153 migrant preschool children in 5 kindergartens in N City, and questionnaires were sent to their teachers and parents. We found: the migrant children's vocabulary mastery of different types is unbalanced, the level of mastering increases with age, the effect of on the vocabulary is significant, there is significant effect of the quantity of family books and family cultural activities and the application of toys in kindergarten and the teacher-child conversation on the vocabulary development of migrant preschool children. As for improving the vocabulary ability of migrant children，we should play the foundation role of family education, and made up the shortage of vocabulary development by high-quality kindergarten education.|
|Nan||Zhang||Soong Ching Ling Kindergarten||China||Yurong Dai (Shanghai Youyu Education Technology Limited Company)||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Intervention to Improve Social Communication Competence in a General Classroom： a case study||Social (pragmatic) communication disorder (SCD) is a new diagnostic category added to Communication Disorders in the Neurodevelopmental Disorders section of the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (2013). SCD is defined by persistent difficulties using verbal and nonverbal social communication signals for social purpose ((Diagnostic and statistical manual of mental disorders, 2013), which has a large overlap with Autism Spectrum Disorder (ASD) and is also seen in many other developmental disorders like ADHD (Reisinger, Cornish & Fombonne, 2011; Bruce, Thernlund & Nettelbladt, 2006) . Many of the SCD children are enrolled in the normal school and posing challenges to the teachers in general school. The current case study is in an effort to address the issue by providing a shadow teacher service and implementing individual education plan (IEP) for a child with social communication problem. Discrete trial teaching is implemented in this IEP, which consistS four phase each round: (1) descriptive observation and assessment, (2) make an IEP, (3) intervention, (4) progressive evaluation and adjustment. The IEP was designed to include joint attention behavior improvement, initiating request training and social interaction skills reinforcement. Effectiveness of the intervention was examined using Early Social Communication Scale (Mundy et.al, 2003)|
|Su||Xu||China Welfare Institute Information and Research Center||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Research on Teachers’ Mathematical Languages in Different Kinds of Activities of Preschool||The research based on 25 teachers in 75 activities used the methodology of video analyzed the videotaped activities by text transcription, coding, and statistical analysis in order to conclude the expressive features of teachers’ mathematical language in the context of different activities and the differences between teachers when they are using mathematical language, aiming to study teachers’ mathematical language further and also provide reference and inspiration of practicable mathematical language for the front-line teachers.
The findings of the study shows: 1. All the amounts of teachers’ mathematical language during the three activities can predict those of children’s in specific activities. 2.Teachers’ mathematical language can be divided into several kinds, such as interrogative mathematical language、informational mathematical language, indicative mathematical language, understanding kind of mathematical language, replying mathematical language and offering-answers mathematical language. Among those kinds, interrogative mathematical language is the most used mathematical language while teaching. In different situations of teaching, teachers’ mathematical language has different characteristics. 3. In the observation, the difference of using mathematical language is found to express in the following aspects: the questions、the discussion of concepts and different strategies of response to children.
|Shanan||Wang||ChongQing University of Education,China||China||Jiaqiong Zhang (ChongQing University of Education,China) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Research on Educational Environment Quality Assessment in Kindergartens: Based on the Survey of 36 kindergartens in Sichuan Province, China||Using questionnaire, the study surveyed the environmental quality of 36 classes in 36 kindergartens in Sichuan Province, China, and compared the quality of kindergartens with different financial input and management system and those at different levels. The findings imply that all the kindergartens with different financial input and management system are likely to provide equally high education quality; the education environmental quality is generally low in kindergartens at town level while it is higher in those at provincial level; all kindergartens have different problems in their curriculum; and the interpersonal interaction quality in all kindergartens is low. Some suggestions are put forward to improve the educational environment quality.|
|Gyeongseon||Lee||TONGMYONG University, Dept. of Early Childhood Education||South Korea (Republic of Korea)||Younhee Byun (TONGMYONG University, Dept. of Early Childhood Education) firstname.lastname@example.org | Hyemin Yeon (TONGMYONG University, Dept. of Early Childhood Education) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Practicum anxiety and expectation among South Korean Students Majoring in Early childhood education||Research in various countries have explored the extent to which student teachers have difficulties about practice teaching. In South Korea, Lee(2015) reported that pre-service teachers had difficulties in teaching procedures, interaction with children, understanding infants and children’s development, motivation and teaching materials in the practicum experience. Researchers have also looked at the nature of student teacher anxieties related to teaching practice and student teacher anxieties related to it are common in many countries.
The purpose of this qualitative study is to investigate the pre-service teacher anxieties and expectation about their practicum experience among South Korea students. Data was gathered from 40 students majoring in early childhood education before teaching practice. Semi-structured interviews were used to explore and collect information from students.
The analyses of the interviews revealed that students was concerned about interaction with children, teaching, lesson plan, relationship with guidance teacher, evaluation. And they hoped to learn about teaching procedures, interaction with children and their parents, and guidance for children. Particularly, the findings indicated that the students have many interested in activity with children before practice teaching. For future improvement of the teaching practicum, it is quite important to have preschool-university partnership and give them practical experience before practice teaching.
|Lesley-anne||Ey||University of South Australia||Australia||Barbara Spears (University of South Australia) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Educating young children to prevent bullying in early childhood education settings||Research suggests that bullying is evident in early childhood education settings (Helgeland & Lund, 2016; Ilola et al., 2016). There is limited research about bullying in early childhood, particularly in Australia and equally limited resources and programs for early childhood educators about the topic of bullying. In Australia formal education about bullying does not commence until years 3-4 (ages 8-10 years). One-hundred-and-three children, aged 5-8 years, from six junior primary schools (4 experimental schools, 2 control schools) in metropolitan and rural South Australia participated in single interviews, to access their understanding of bullying. Eleven teachers from the four experimental schools participated in co-creating a ten lesson anti-bullying program tailored to their school context, based on needs arising from child interview data. Children were re-interviewed after the program intervention with findings suggesting that children who received the bullying program had a better understanding of bullying overall. Teachers reported that children were engaged and appeared to enjoy the program and the program supported the child and the teacher’s understanding of bullying. They also conveyed enthusiasm in continuing to use the program with their future students. This study highlights that when teachers co-create resources based on their children’s needs, they can impact learning.|
|Yan||Dong||China Welfare Institute Kindergarten||China||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Sports Make Me Happy——Preliminary Discussion on the Creation of Outdoor Sports Environment||The environment for outdoor sports is a hot research topic these years. How to guide children to like sports and to constantly improve their coordination, agility, stamina through walking, running, jumping, and an accumulation of sports core experience, is our research focus. Based on the level of children’s ability, site conditions, material resources and sports goal, we plan our events rationally according to the overall condition. Through adding supplements, changing the activities, we continuously challenge the level of early childhood sports activities, support and guide children to a higher level development. Besides, we are concerned with the comprehensive development of children’s knowledge, emotion, perception, and behavior when they constantly adapt to the environment. Therefore, we cultivate children’s self-management ability through small equipment, enhance children’s willpower through challenging activities, and develop children’s creativity through challenging situations. Our goal is to guide children to accumulate their overall achievement for their lifelong development through self-exploration.|
|Jiaqian||Wu||China Welfare Institute Kindergarten||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Analysis of the application of emotional theme picture books in children's emotional education||Emotion is human born, regardless of nationality, race, gender, emotional performance and reaction, cognitive and emotional interaction, emotional experience. Children have their own way of treating themselves and other people's emotions, which is what is commonly called the emotional ability of young children. Children through their own understanding, through different ways to express their emotions, control and so on, including emotion, cognition and regulation of two aspects. Children's psychology, their emotional ability is one of the very important part, and even to the psychological development of children, its quality to some extent. Integrating emotional theme picture books into children's emotional education can improve children's emotional education effect, which can be implemented through picture book reading, group discussion, role playing and artistic activities.
Emotional picture books by stories showing a different mood, help children to better understand the meaning of different emotions in different situations, and how to use different ways to express their emotions, thoughts, for the follow-up of children's emotional development to do the groundwork. Each child's actual situation is different, and emotional theme picture books can help children more intuitively experience different emotions facing different situations, but also make children's emotions become more abundant, natural.
|Xiaoyi||Zhao||China Welfare Institute Kindergarten||China||Poster Presentation||PLAY||Practice and thinking from the Chinese traditional culture month||Research object: 3-6 years old children
Key words: Chinese traditional culture,Practice and thinking from the Chinese traditional culture month
Findings: When New Year comes, the kindergarten starts an activity which called"Chinese traditional culture month", it makes a chance for children to learn the beauty of traditional culture.It helps children create their own understanding of Chinese culture. There are four enlightenments for the activities: (1) select the correct teaching material of Chinese traditional culture. The teaching material must be fit for the children's specialty and should be close to children's life experience.It's important to let children make something by themselves (2) Creat a good of education environment which including the creation of environment and equipments. (3) Improve teachers' own quality. Teachers need to have a correct system of education, and have ability to communicate with their parents. (4) Have closer cooperation for education. There are many ideas such as have more publicity, learn more, organize lectures, have debates, show the information of activities in the kindergarten, communicate on the website, introduce parents experience, and so on.This can improve parents' overall cultural accomplishments and have better result of education.
|Erfang||Dai||China Welfare Institute Information and Research Center||China||Xia Ning (China Welfare Institute Information and Research Center) email@example.com||Poster Presentation||FAMILY SUPPORT||Study on the effect of parents’ anxiety to parent-children interaction and young children’ s emotion and behavior||Under the background of burden reduction, young children of School transition aged 5-6 in shanghai keep “busy” and parents stay anxious. Though government enact lots of policies to reduce children’s study lord, but achieve not as much as expect. Combine multiple methods including questionnaire, projective test and interview, we conduct survey on those families and find that parent’s anxiety severely affect parent-children interaction and children’s emotion and behavior; quality parent-child interaction can ease the severity of parent’s anxiety and children’s emotion and behavior. The work of burden reduction of young children should focus on parents and promote interaction between parent and children.|
|Anthi||Karangeli||National and Kapodistrian University of Athens||Greece||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Living Conditions and Child refugees in Greece: Challenges and barriers for an equal access to the Urban Education||According IOM, at least 20.000 of the 60.000 asylum seekers in Greece today, are minors. As European Committion underlines, there are individual children that live through a range of experiences linked to migration, many of them traumatic. Refugee children are in a state of particular vulnerability, because of their age, their distance from home, and often their separation from parents. Thus, they require specific and appropriate protection.
This paper focuses to the living conditions of refugee children nowadays in Greece in relation with their equal access opportunities to the education system. We analyze the housing options as the result of the different “legal status” of child refugees and describe the different challenges faced by minors living in urban areas and minors living into camps. We are currently exploring how those differences effect their learning and understanding senses as well as the relationship and the impact of living conditions on refugee children achievement.
Moreover, this paper presents the public policies and efforts to offer access to the national education system for all the children and argues that the urban living conditions -despite the challenges– facilitate the integration process and the access to the urban education more than camps living conditions. We use data from Greek authorities, European Committion and international organizations and we analyze quality data collected from various kindergartens and camps in the wider Attica Region.
|Fulin||Qin||China Welfare Institute Kindergarten||China||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Executive Function and Pattern Ability in 5～6 years old Children||This study examined 5~6 years old children’s level of executive function and patterning ability, based on former researches of the relationship between executive function and preschool mathematical patterning ability. This research is divided into two study, examined and adopt the method of correlation analysis and regression analysis to explore the relationship between the executive function and mathematical pattern. And assessment of performance on patterning ability and executive function were carried out after the training. Results indicated that:
1. 5~6 years old children’s patterning ability was close to normal distribution, patterning scores were significant differences in gender, girls better than boys. As for the difficulty of patterning task, pattern replication was the most easy, pattern filling took second place and the pattern conversion and comparison were the hardest. Young children's executive function score was close to normal distribution, and the age showed significant main effect on executive function.
2. Children's ability of mathematical patterning and the total score showed significant correlation between executive function. Both children's level of inhibitory control and working memory could effectively predict patterning ability.
3. The game intervention on the composition of executive function can improve children's working memory. The evidence of transfer from executive function training to mathematical patterning was observed.
|Marcela||Lara Catalan||Universidad de Playa Ancha Valparaíso-Chile||Chile||Tito Larrondo Gonzalez (Universidad de Playa Ancha, Valparaíso.Chile) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||COGNITIVE DEVELOPMENT IN STUDENTS OF EARLY AGES||School learning is an important factor when analyzing the educational quality of the countries. It is important to focus on the quality of education for early childhood, focusing the analysis on the characteristics of the children themselves, there is not too much evidence in the delimitation of achievements of a cognitive nature that they reach.
To contribute to the construction of a quality education in early childhood, the study is located in the assessment of cognitive dimensions (metacognition, self-regulation, self-efficacy and self-concept) that show children from five to six years.
The statistical analyzes descriptive-correlational and factorial show the level of development of the dimensions in the group under study. Factor analysis defines two factors: the first factor groups self-efficacy, metacognition and self-concept and the second factor is self-regulation. This allows projecting the participation of the dimensions studied in the training of students of early ages, contributing to the quality of the educational level.
Keywords: Metacognition, Self-regulation, Self-efficacy, Self-concept, Early Ages
|Nianli||Zhou||East china normal university||China||Individual Paper Presentation||PLAY||The Value of “Learning in Play” in China: From an Educational Neuroscience Perspective||The Value of “Learning in Play” in China: From an Educational Neuroscience Perspective
East China Normal University, China
1. The Beginning of the Changes
In tandem with the advance of market opening reform policies, preschool education in China has gradually shifted to active, child-centered learning, and the role of teachers has changed as well. While Instructional Education made up an exceedingly large proportion in the past, today Guided Play is being increasingly more incorporated today.
2. Characteristics of the Process of Change
Guided Play in China is characterized by an emphasis on Social Pretend Play, which seeks to reconstruct common scenes and situations from daily social life in the kindergarten classroom. Kindergarten classrooms set up make-believe storefronts and community facilities that include a hospital, supermarket, bank, beauty shop, barber shop, and restaurants such as Kentucky Fried Chicken, MacDonald’s, and Pizza Hut where children engage in pretend play.
3. The Effect of Changes
What are the advantages of having children undertake this sort of Social Pretend Play under the guidance of the teacher? The advantage is that this period of play takes place during early childhood when the brain is most sensitive to stimuli. The brain is particularly affected by experiences during infancy. The mechanisms of neural plasticity during this sensitive period of the brain fulfill a distinctive educational role.
|Vassiliki||Mantzouratou||Directorate of Primary Education, Perfecture Achaia. Head of Department of Cultural Affairs||Greece||Angeliki Vellopoulou (Teaching&Research Staff, Dept.of Educational Sciences&Early Childhood Education,University of Patras) email@example.com||Poster Presentation||PLAY||Like a circus in our kindergarten classroom.||This presentation concerns an educational one-year program, structured around the theme "juggling Circus", developed with a cross-thematic approach and applied in two kindergarten classrooms in Patras, Greece. The program aiming at the development of children’s motor and cooperation skills, as well as children's positive self-image and the sense of self-efficacy, exploited Circus pedagogy and integrated balance games, object manipulations, fine and gross motor activities in the daily kindergarten curriculum. Circus pedagogy is an attractive method of self-expression and self-development that convey modern values of citizenship, honesty and cooperation and at the same time build personal self-esteem and trust. The educational program was designed and implemented in five steps: i. detection of children's skills, ii. simple object manipulation activities, simple balance and equilibrium exercises (static and dynamic), iii. complex motor exercises in pairs, iv. complex motor exercises in small groups, v. evaluation and dissemination of the results. The comparison of the data collected before, during and after the program has been run revealed that all children participated willingly in the program, improved their motor and cooperation skills, and showed self-confidence in presenting their skills in front of others. Many showed remarkable balance and object manipulation skills; relationships were strengthened and complex co-operation skills between children were mobilized.|
|Ebrahim||Talaee||Tarbiat Modares University||Iran||Individual Paper Presentation||TECHNOLOGY||Exploring direct and indirect longitudinal impacts of early years home computer use on children's later cognitive development||The study aimed to investigate the impacts of children’s Home Computer Use (HCU), both educational and recreational one, on their school attainment in Mathematics and English during primary school. The data were provided by an ongoing longitudinal study in England called the Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects and path analyses were applied to study the mediation (indirect) effects of HCU on pupils’ school attainment. The main effect models indicated that home computer use has very little ‘extra’ impact on children’s school attainment over and beyond children’s prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect –through Home Learning Environment (HLE) and self-regulation – on children’s Reading and Mathematics scores in Year 6. Implications of the findings for policy and practice are discussed too|
|Maryam S.||Sharifian||James Madison University||United States of America||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Building Resilience Inside the War zone: Teachers of Syria||Teachers in war zone schools may play a critical role in enabling the kind of education so urgently needed. During the war in Syria, countless teachers have been killed, or injured. Many more have sought refuge in neighboring nations. Such factors have contributed to a growing void in high quality classroom teachers. A relatively small proportion of the literature in this area has focused on teachers' resilience and coping strategies in active war zone. Thus, this study explored the relationship between trauma, burnout and resilience in primary teachers working and living in Syria.
Quantitative results suggested there were no significant differences between teachers' age, training, or education level with trauma and resilience. However, teacher training was found significantly related to emotional exhaustion. Furthermore, trauma and personal accomplishment had a strong, significant relationship with resilience. Results from qualitative data provided an insight into the impact of the war zone trauma and burnout on resilience and coping strategies among primary teachers.Moreover, the data overturned the negative image of difficult school environment and teachers' burnout in the past urban school research. Finally, this study shed light on the teachers' resilience characteristic and coping strategies in crisis circumstance. This study called for the essential needs of developing and implementing resilience teacher training during the war zone crisis.
|Wing Ki||Lau||The School of Continuing Education ( SCE ) of Hong Kong Baptist University||Hong Kong||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The effectiveness of preschool teacher understanding of children physical development and the physical activity planning.||The importance of kindergarten education has been highlighted in Hong Kong society in the few years. The requirements of being a preschool teacher started to rise. However, there is no professional standard for preschool teachers to show the effectiveness of their understanding of children and planning the lesson.
In the other hand, children physical development is important for children growth. Therefore, this research is to find out the effectiveness of preschool teacher understanding of children physical development and the physical activity planning.
100 in-service preschool teachers involved in this research. Questionnaires are done by the 100 preschool teachers to see their effectiveness of their training and understanding to the planning in physical lesson in kindergarten. Interviews have also done with 10 of the preschool teachers. More details information has been collected by the interview. This research found that Hong Kong preschool teachers’ training is not enough to support the planning in physical lesson. Preschool teachers have weak understanding in children physical development. This leads to the inappropriate lesson planning for children physical. Suggestions and a professional standard for preschool physical teachers are lists in the end of this paper.
|Ayperi||Dikici Sigirtmac||Cukurova University||Turkey||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||The relationships of pre-school teachers' self-efficacy beliefs||The purpose of this research is to examine the relationship between preschool teachers' self-efficacy beliefs, parent involvement strategies they use, inclusive education class profiles, and the strategies they use against children's undesired behaviors. In this study, correlational survey model was used. The sample was selected randomly from early childhood teachers and was studied with 120 preschool teachers. Preschool Teachers’ Self Efficacy Beliefs Scale, Preschool Teachers’ Parent Involvement Strategies Scale, Preschool Teachers’ Inclusive Class Profile Scale, Preschool Teachers’ Using Strategies against Children’s Undesired Behaviors Scale were used. Multiple regression analysis will be used to analyze the data.|
|Jing Liu||none||Faculty of Education,East China Normal University||China||Yong Jiang none (Faculty of Education,East China Normal University) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Empirical Research on Chinese Kindergarten Teachers’ Patriotism and the Ability of Patriotic Education||Background: Enhance morality and foster talents are the fundamental tasks of education. In China, current teacher development emphasizes teachers’ pedagogical content knowledge and teaching ability while ignores the improvement of teachers’ consciousness, capacity and methods of moral education, which especially reflects on the neglect of patriotism and patriotic education. Chinese kindergarten teachers’ core quality must take the patriotism as the ideal and belief. Many international studies on education and teachers refer to the patriotism and patriotic education research. Through the knowledge mapping analysis by CiteSpace, the most countries, institutions, categories, authors, keywords and so on around the patriotism and patriotic education are found, filtered and reviewed. Methods: Take the study of Schatz, R. T.,et al.(1999) , Chee Keng John Wang, et al.(2006) as references, to design a questionnaire to measure kindergarten teachers’ quality of patriotism and patriotic education. A sample of 1450（1051 left） kindergarten teachers from Jiangsu and Shanghai participated in the survey to explore the patriotism, the patriotic education theory and practice of kindergarten teachers. Results & Conclusions: The research reveals that as a whole, Chinese kindergarten teachers have a strong patriotism and the ability of patriotic education. Specifically,(1) teachers love the country but relatively lack the will, the action and the critique (with a strong blind patriotism and a wea|
|Wun Chong||Wong||Hong Kong Baptist University||Hong Kong||Don Ying Chan (Hong Kong Baptist University) email@example.com;firstname.lastname@example.org||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Relationship between Teachers’ Belief, Attitude, Practice of Positive Reinforcement and Classroom Discipline||The purpose of the study was to investigate the relationship between teachers’ belief, attitude, practice of positive reinforcement and classroom discipline in Hong Kong kindergartens. Both quantitative and qualitative methods were applied in the study. Questionnaires were distributed to 82 in-service kindergarten teachers collecting the data of teachers’ attitude and practice towards positive reinforcement, as well as the phenomena of classroom discipline. Subsequently, interviews were conducted on eight in-service kindergarten teachers soliciting their beliefs towards positive reinforcement. Study findings included the following results: (1) There was a correlation between teachers’ attitude of positive reinforcement and their practice. (2) There was a correlation between teachers’ practice of positive reinforcement and classroom discipline. (3) Social reinforcer had the highest correlation with classroom discipline. (4) Teachers’ positive belief of positive reinforcement positively influences their practice of positive reinforcement. The study findings may serve as a reference for further research on the effectiveness of positive reinforcement towards classroom discipline.|
|Beatriz||Abuchaim||Fundação Maria Cecília Souto Vidigal||Brazil||Karina Fasson (RUA FINDENCIO RAMOS, 195/42) email@example.com||Individual Paper Presentation||FAMILY SUPPORT||Brazilian families´ perceptions of early childhood education programs for 0 to 3 years old children||This presentation aims to share results from a study made by Maria Cecilia Souto Vidigal Foundation in partnership with Ibope Institute about Brazilian families´ perceptions of early childhood education (ECE) programs. The sample composed of 991 adults responsible for children up to 3 years of age who attend or do not attend ECE programs, including families from the five regions of the country. They answered an online or a face-to-face survey about their perceptions of child development and ECE services. The findings show that better educated adults identify more benefits of attending ECE and also have more elements to criticize what they think is not a good service, comparing to less-educated adults. In general, families pointed that an ECE service is good when it has a specialized staff who promotes peer interaction and a variety of activities, including ones to develop cognitive and language skills. On the other hand, participants think in terms of disadvantages for children who attend the services that they may not receive individual attention from adults and they tend to get sick more frequently. When they were asked about what is considered an ideal service, they mentioned a program with flexible open hours, close to their homes and workplaces, with good strategies to communicate with families and with low adult – children ration. The results should be considered for designing programs more suitable for families´ priorities.|
|Mustafa||KALE||CAG UNIVERSITY||Turkey||Imray NUR (Osmaniye Korkut Ata Unıversıty- Chıld Development Depertment) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Analysis of Memories of Gay Individuals Living in Turkey through Childhood Experiences||Games are accepted as the most influential child activity in development and learning during childhood. Games are the activities in which children learn social and emotional relations, and they construct their self developments and self regulation skills. Especially the studies on gender development are important in terms of examining gender socialization through games. This study aims to describe the childhood social relations and the effects of these relations on mature gay individuals’ social relations during adulthood through examining their childhood games. The study sample consisted of 18 male gay adults. It was designed from a phenomenological perspective which is a qualitative research method. The participants were asked semi-structured questions based on their autobiographic memories during interviews. The interviews were recorded by audiotape and then these records were transcribed. The content analysis of the written documents is ongoing.|
|Imray||NUR||Osmaniye Korkut Ata University||Turkey||Yaşare Aktaş Arnas (Cukurova University) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Studying Teacher-Child Relationships from the Child’s Perspective||In this study, it is aimed to develop to story completion test so as to investigate mental representatives of relationship between children and their teachers. The Preschool Teacher Story Completion Task (PTSCT) includes total of 7 stories where one is warm-up story: (a) birthday, (b) accidentally spilling juice, (c) burnt hand, (d) hard task, (e) my toys, (f) separation from and (g) reunion with teacher. Roots of teacher-student stories were created based on interactions between children and teacher in a normal day like parent-children stories. Children were asked to complete unfinished teacher-children conflict stories with toy figures and props. In pilot study, appropriateness of props and figures, administration procedure, and whether children understood story stem content were evaluated. After pilot study, 86-five-year-old children from 2 preschools were interviewed. In this study, to understand the nature of relationship between children and teacher, answer of children to story stems were focused. Considering the closeness and support teachers provide children, children’s perspectives present a unique resource to improve the quality of these relationships. In this study, samples under the light of these themes will be presented.
This work was supported by the Cukurova University Scientific Research Projects Unit (Project Code. SDK-2017-9660).
Keywords: Narrative, Mental Representation Early Childhood; Teacher-Child Relationships
|Maria Luz||Arteaga Obreque||JUNTA NACIONAL DE JARDINES INFANTILES||Chile||PAOLA ANDREA NUÑEZ MITCHEL (JUNTA NACIONAL DE JARDINES INFANTILES) firstname.lastname@example.org||Individual Paper Presentation||ART||Art and recycling, a look with the eyes of children.||The pedagogical proposal was born in 2011 with the planning of collective projects for 203 children from 8 months to 5 years, for them educational experiences are generated oriented to promote learning of topics and contents in common spaces and in response to the contexts historical, political, economic and social, integrating the active participation of all the social actors of the local territory, granting identity and belonging to the project, focusing on the plastic arts relieving the use of recycled material, (there is a recycling center in the establishment). Every year there is a staging in public places such as universities, squares and institutes in the region, of all the works of art (paintings and sculptures) with the concern of placing the productions of the children in outstanding and demonstrative places, counting on the delicacy of highlighting their work and experiences, making aesthetics a value worked in kindergarten, as a sensitive knowledge through the senses leading to a harmonious relationship with the environment.|
|Jose Manuel||Ready Salame||Fundación Integra||Chile||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Educational quality to transform the world.||Educational quality to transform the world.
Integra seeks to offer a quality education in which all children, without exception, can access and participate in play and learning opportunities that allow them to fully develop all their potential.
In order to move towards an inclusive education that responds to the diversity existing in the classrooms, several strategies have been developed:
Institutional Policy of Educational Quality with a focus on child welfare and protagonism, participation, inclusion, respect and appreciation of talents.
Institutional system of continuous training: AprendeS, aimed at educationally strengthening teams of the different institutional levels, with a main focus on Kindergarten teams. This process began in 2015 with a training in Educational Inclusion, in which 18 thousand workers from all the establishments took part, performing a self-diagnosis of the barriers to learning: policies, culture and practices and a plan for improvement .
Technical advisory system with a territorial and multidisciplinary approach for educational teams, which includes an inclusion professional.
Institutional educational projects of each kindergarten, in whose elaboration the whole educational community participates: educational teams, families, boys and girls, defining the characteristics of the education they seek, their values and identity.
|Emily Mwan Yi||Choi||School of Continuing Education, Hong Kong Baptist University||Hong Kong||Emily Mwan Yi Choi (School of Continuing Education, Hong Kong Baptist University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Effectiveness of Dialogic Reading on enhancing language ability in children with language delay||Language ability plays an important role in children’s development. It is therefore vital to identify effective strategies to facilitate language development of children with language delay. The purpose of this study was to examine the effectiveness of dialogic reading on the language ability of child with language delay. The dialogic reading intervention of this study consisted of 8 sessions. In each session, a new picture book was read with the child using dialogic reading techniques, and different checklists and forms were used to capture the child’s performance in different areas: question comprehension, narrative ability and syntactic ability. The target child was pre-tested and post-tested on expressive vocabulary and narrative areas, including (1) the Renfrew Bus Story test; and (2) Cantonese Oral Language Deficiency Early Identification Test for Pre-Primary Children (CEIT). Results showed that the child showed significant improvements in expressive vocabulary and narrative areas. Findings of this research study suggest that kindergarten teachers can make good use of dialogic reading techniques with children in order to enhance their expressive vocabulary ability. Furthermore, teachers can ask children questions related to story grammar in order to enhance their narrative ability.|
|Fang||Tian||East China Normal University||China||Individual Paper Presentation||FAMILY SUPPORT||Family socioeconomic status (FSES) and children's mathematical performance：A Meta-analysis based on Researches in China||Family environment play an important role in children's mathematics learning, and family socioeconomic status is one of the main indexes of family environment. In this meta-analysis, 83effect sizes from 37studies (including Hong Kong and Taiwan) including 155320 children from preschool and primary school. The purpose of this meta-analysis was to explore the relationship between family socioeconomic status (FSES, including parental education, PE; parental occupation, PO; family income, FI) and children's mathematics performance, and the factors (including age, sample source and region) affecting this relationship. The results showed that SES had the highest correlation with children's mathematics academic performance, which was higher than the other single indicators (rFSES（0.202）>rPO（0.171）>rPE（0.163）>rFI（0.128）) . Besides, Only age had a significant moderating effect on parental education level and children's mathematics performance.|
|Kim||Sanglim||Incheon National University||South Korea (Republic of Korea)||Poster Presentation||FAMILY SUPPORT||Effects fo Young Children's Cognitive/social development, Home Environment, and Relationship with teachers on Their Creativity||The study had two folds of purposes. One was to investigate the interrelations between young children’s creativity and factors related to it (cognitive and social development, and home environment and child-teacher interactions). The other was to prove the effects of selected factors on young children’s creativity. For the purposes, the data of 1,001 households from 2012 Panel Study on Korean Children were analyzed using PASW ver. 21.0 to carry out descriptive statistics, correlation co-efficiencies, and hierarchical multiple regressions. The results showed that not only young children’s cognitive and social development but also their home environment and interaction with teachers were positively related with creative development. In addition young children’s development in cognition and social ability as well as sub-factors of home environment and child-teacher interactions proved to have positive effects on creativity.|
|Laila||Gustavsson||Kristianstad University||Sweden||Susanne Thulin (Kristianstad University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Education for sustainability in Early Childhood Teacher Education (ECTE)||Early Childhood teacher education (ECTE) in Sweden is a 3½ year long education on an academic level. In Sweden the Parliament and government have overall responsibility for higher education. They decide on which rules are to apply to higher education and they also set out goals and guidelines. However universities have a great freedom of movement within the regulatory framework set out. They are e.g. free to decide how to organise their studies. The aim of the study presented here is to discuss how students answer on a survey concerning education for sustainability. In the first and fourth semester the ECTE students at Kristianstad University are particularly directed to learning about sustainability and education for sustainability. Critical aspects of sustainability and education for sustainability are pointed out by the teachers and by the textbooks. The survey will give answer to questions about what aspects of sustainability the students had discerned from the first to the fifth semester. The first results of the survey indicates that the students’ experience is that the ECTE had developed their knowledge about sustainability although we can see there still are aspects that are not yet discerned. This indicates the importance of problematizing sustainability from a didactic perspective in relation to ECTE.|
|tito||larrondo||Universidad de Playa Ancha Valparaíso-Chile||Chile||marcela lara (Universidad de Playa Ancha, Valparaíso.Chile) email@example.com||Individual Paper Presentation||FAMILY SUPPORT||Participation of the pedagogical families in the formative processes in nursery education||The results obtained from the application of a proposal of participation of Pedagogical Families in the formative processes developed in an educational center for kindergartners are presented here. Pedagogical families are those "agents who participate and are directly involved in the school learning of children, who may be the immediate family, non immediate family, or not part of the family" (Larrondo & Lara, 2006). The study focuses on educational contributions - which from the families - are integrated into the educational process carried out by nursery school teachers with children between 4 and 6 years of age. The findings show that, as the more guidance and links between educators and families, the better and more profound are the formative contributions of the family to the formal school space, which refutes the classic vision of sporadic family participation and focused on events to address a perspective more co-formative and focused effectively on children and their learning.
In addition, the integration of the pedagogical family promotes an excellent articulation with educators to attend synergistically the evolutions of the children in their psychosocial and exploratory process of the context.
|Nora Rut||Kuitca||OMEP Argentina||Argentina||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Thinking about the singularity as a pedagogical advantage. A challenge for the early childhood educators||This paper is focused on observations made in kindergartens in Buenos Aires city. Everyday ´s experiences and the interest to understand it, led me think partial explanations that are building more general ideas. This network of questions and answers helps to think my supervisory practices and the teaching practices that I observe on a daily work.
This presentation is guided by these central ideas:
• The inclusion is not a definitive concept, but a process, and for this reason, this concept must be examined in each particular situation to let us find the right strategies.
• Attend to the particular characteristics of each child, each teacher and each situation, it can be thought as a pedagogical advantage and in tension with certain organizational logics and way of teaching in pre-schools. This implies that we need spaces and times for institutional review of educational practices and teaching strategies. The school inclusion of children with disabilities in infant school is a teaching and institutional challenge that enriches everyday´s practices.
• Disability is not an individual problem, it is a social responsibility.
• The key is more on teaching than in learning. Early childhood education proposed a multiplicity of teaching strategies that put it in a place of privilege to work with the singularity. Strategies for this educational level that allow each child to make his job without pretending them to do it all the same at the same time.
|Ingela||Friberg||Högskolan Kristianstad||Sweden||Laila Gustavsson (Högskolan Kristianstad) firstname.lastname@example.org||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Action research in preschool class||The study aims to analyze and describe how preschool teachers` on the basis of a variation theory perspective develop theoretical knowledge with a focus on a particular object. In a written long-term goal to learn a strategy that can be used in their future work with children and college. The research project was based on the preschool teachers’ issues that became the starting point for discussions and reflections together with a researcher (Rönnerman, 2004). The variation theory is here used as a framework for analysis as well as for the preschool teachers planning. The theory is developed from a phenomenographic approach and the outcome space of categories can be described as qualitatively different ways of discerning what a learning object in preschool class can be and then plan based on how to handle the learning object. Achieving a change involves being able to distinguish the different aspects of a phenomenon that was not previously possible (Marton, 2014). Seven preschool teachers in preschool classes participated in the project. Preschool teachers were interviewed before and after the project. The project has considered the prevailing ethical principles, Swedish research council guidelines (Gustavsson, Hermerén & Pettersson 2011). All participants are guaranteed anonymity. The very first findings will be discussed. Implication for practice concerning preschool teachers’ teaching is discussed.
Keyword: Action research, Interview, Preschool class, Variation theory
|Nilüfer||KURU||HACETTEPE UNİVERSİTY||Turkey||Hilal KARAKUŞ (HACETTEPE UNİVERSİTY) email@example.com | Berrin AKMAN (HACETTEPE UNİVERSİTY) firstname.lastname@example.org||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||AN INVESTİGATİON OF CONCEPT DEVELOPMENT IN CHILDREN BETWEEN THE AGES OF 4 AND 6||This study has been done in order to analyze the concept acquisition in preschoolers between the ages of 4 and 6 in terms of multiple variables. In this quantitative research, screening model has been used. Study group of the research has been composed of public and private kindergartens in Ankara, randomized five students from each public and private kindergarten; in total 400 children and 80 teachers of theirs. Data has been collected using “Bracken Basic Concept Scale-Revised form” that has been developed by Bracken (1984) and for the first time has been adapted by Akman (1995) in our country, and “personal information form” has been used to get information about the children and their families. “Bracken Basic Concept Scale-Revised form” is composed of 11 subdimensions (color, letter, number, figure, comparison, direction/position, quantity, time-sorting, Self-Awareness/social awareness, structure/material ) and 307 items. In the context of the "personal information form", the age, gender, pre-school institutions and children have already entered pre-primary education institutions, and there are items related to the attendance to pre-school institutions. The research data are to be analyzed using SPSS 23.0 package program. Due to the fact that the research has not been completed, findings and the results sections could not be mentioned.|
|Yin Ting||Wong||Hong Kong Baptist University||Hong Kong||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The relationship between teachers' perspectives and application of positive reinforcement on preschool children's disruptive behaviors in class||Children’s disruptive behaviors are quite a common issue that appeared in the preschool classroom. Due to the tight and rush schedule of preschools in Hong Kong, preschool teachers looked for the most instantaneous way to manage children’s behaviors in class.
This research aimed to find out the influences of Hong Kong preschool teachers’ perspectives and application of positive reinforcement on preschool children’s disruptive behaviors in class. This study has involved with 85 in-service teachers to fill in the questionnaire while 8 teachers to be interviewed with the interview questions. According to the results done by the Pearson’s R correlation test and the Spearman’ rho test, there was significant correlation between teachers’ application (including teachers’ beliefs of effectiveness and their frequent use) of positive reinforcement and children’s disruptive behaviors in class. The research recommended that the use of positive reinforcement could bring influences towards children’s disruptive behaviors with appropriate use of the reinforcement strategies.
|Dusadee||Ooppakarn||Chulalongkorn University||Thailand||Udomluck Kulapichitr (Chulalongkorn University) email@example.com | Siridej Sujiva (Chulalongkorn University) firstname.lastname@example.org||Individual Paper Presentation||PLAY||A DEVELOPMENT OF INSTRUCTIONAL PROCESS IN FREE PLAY ACTIVITIES BASED ON TOOLS OF THE MIND AND BRAIN BASED LEARNING APPROACHES TO ENHANCE EXECUTIVE FUNCTIONS OF KINDERGARTENERS||The purposes of research and development were 1) to develop an instructional process in free play activities based on Tools of the Mind and Brain Based Learning Approaches to enhance executive functions of kindergarteners and 2) to study the effectiveness of the developed instructional process. The research procedure was divided into 3 phases: 1) developing the instructional process, 2) pilot studying the developed instructional process and 3) studying the effects of the developed instructional process. The samples were 35 students age five to six year-old, 18 students for the experimental group and 17 students for the control group at Bannamphimittraphap 214 School, Thailand. Research duration took 18 months. Instruments for data collection were Hearts and Flowers, an executive functions assessment, and an executive functions behavior observation. Arithmetic mean, Standard deviation, and t-test were applied to analyze results of the study. The research findings were as follows: 1) the developed instructional process consisted of 6 components. There were four steps of the instructional process: engage, set a goal, play together, and share success, and 2) the testing result revealed that the average scores on executive functions and on each aspects: working memory, inhibitory control, and cognitive flexibility of the experimental group after the experiment were higher than the control group with statistically significant differences at .05.|
|Young Mi||Han||Ewha Womans University||South Korea (Republic of Korea)||Joo Yeon Ryu (Korea National Open University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Aspects and relationships between mothers' emotion regulation difficulties and infant-mother emotional availability||The purpose of this study was to examine aspects of mother's emotion regulation difficulties and infant-mother emotional availability and the relationships between the two. The subjects in this study were 30 infants (between 11 and 13 month olds) and their mothers living in S and A cities in South Korea. As research instruments, Difficulties in Emotion Regulation Scale (DERS) in assessing mothers' emotion regulation, and the Emotional Availability Scale (EAS, 4th ed.) in order to measure emotional availability between infant and mother. The findings of the study were as follows: Lack of emotional awareness among the subordinate factors of DERS was significantly related to maternal sensitivity, non-intrusiveness among the subordinate factors of EAS, also it was related to the infant-mother's total score of emotional availability.|
|Zahra||Foroud||Lethbridge Montessori School||Canada||Individual Paper Presentation||PLAY||Montessori Education, Learning Through play||Montessori Method of Education provide a prepared environment where the children are free to move around and choose materials that are concrete and hands-on. The environment meets children's needs in order and independency.
The materials can challenge children and enhance their ability on making choices, doing cooperative work peacefully and do problem solving when necessary.
Children learn and enjoy learning. We want to teach children the way they lean and become a prepared citizen for the future and become a "life long learners".
"Children are the only future human can trace, teach them well"
|Veronika||Najvarová||Faculty of Education, Masaryk University||Czechia||Veronika Najvarová (Faculty of Education, Masaryk University) firstname.lastname@example.org | Veronika Laufková (Faculty of Education, Charles University) email@example.com | Jiří Havel (Faculty of Education, Masaryk University) firstname.lastname@example.org | Ilona Bytešníková (Faculty of Education, Masaryk University) email@example.com||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Motivation to read in preschool classroom||Our poster will introduce the project „Pre-literacy support in preschool education“, in which teachers and academics cooperate to design activities to be used in school practice. In the first phase of the project, materials and guidelines for teachers have been prepared and teachers pilot them in their classrooms. One of the key topics – ways of motivating children to engage in literacy activities – will be presented. Effective ways of working with children books and using reading blocks will be discussed with particular attention to reading corners and their potential to lead children to reading and working with books. These topics will be illustrated with photos from classrooms where cooperating teachers worked with prepared materials. Also, teacher feedback on the activities will be included.|
|TÜLAY||İLHAN||Hacettepe University||Turkey||AYSEL ESEN ÇOBAN (Hacettepe University Beytepe Campus Department of Primary Education Ankara) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||RELATIONSHIP BETWEEN MOTHERS’ AND FATHERS’ EMOTION SOCIALIZATION STRATEGIES||The aim of this research is to identify the relationship between mothers’ and fathers’ emotional socialization strategies. Correlational model which is one of the methods of quantitative research was used in the study. Sample of the study consists of 241 children who are 36-72 months old, attending private and public preschools in Turkey. The data was collected through Responses to Children’s Emotions Questionnaire (RCE) is and analyzed through Pearson’s correlation coefficient. RCE consists of 5 subscales which are reward, punish, neglect, distract, and magnify, defining the responses of parents to their children's feelings. As a result of the study, it is found that there is a significant positive relationship between mothers’ and fathers’ rewarding (r=0.48, p|
|Lifen Zhu||Zhu||No. 2 Affiliated Kindergarten of Fujian Preschool Education College||China||Poster Presentation||PLAY||The Exploration of Teachers’ Scaffolding Guidance With Regional Material as Intermediary -Taking Science Region ‘Slope Game’ As Example||Regional materials are essential resources for children’s independent inquiry, which can make indescribable abstract conception be concrete. They provide children with operational intermediary in their study. Teachers’ guidance for children to make deep exploration of materials is key factor to full realization of regional education function. The author ponder and explore teachers’ scaffolding guidance strategy with regional materials as intermediary, discussing the application of scaffolding teaching theory in regional activities, considering how to take advantage of materials to provide support, guidance and assistance for children’s in-depth study, hoping to effectively solve the actual problem of upgrading material quality and share ideas with front-line teachers.
Key Words: Regional Material Intermediary Scaffolding
|KHATTANEE||KAEWMANEE||FACULTY OF EDUCATION, CHULALONGKORN UNIVERSITY, THAILAND||Thailand||Poster Presentation||FAMILY SUPPORT||STRONG START: THE STUDY OF PARENTING STYLE OF RESILIENT CHILDREN||One of the factors that enhance and develop resilience child is the relationship between parent and child. The purpose of this research is to describe the characteristics and parenting styles that foster child resilience. In-depth interview and non-participant observation method with 3 parents of resilient children at the age of five to six years in Wat Khien Khet school was used for data collection. The data were coded by the researcher by using the descriptive analysis method. The main finding reveal that the parenting styles that foster resilience are Authoritative type and mix types. They are Authoritative type and Permissive type, Authoritative type and Authoritarian type. In another finding, 3 families used nurturing parenting such as admiring, comforting, conditioning positive reinforcement parenting. Another attractive research finding is that there is no different in parenting the same gender and taking care younger better than the older child. In light of these findings, Authoritative parenting type is the most effective and beneficial parenting style. Authoritative parents are marked by the high expectations that they have of their children, but temper these expectations with understanding support for their children as well. This type of parenting creates the healthiest environment for a growing child, and helps to fostering a productive relationship between parent and child.
Keyword: parenting style, resilience, children
|Soonhwan||Kim||EWHA WOMANS UNIVERSITY, Assistant Professor||South Korea (Republic of Korea)||Hoewook Chung (EWHA WOMANS UNIVERSITY, Assistant Professor) email@example.com | Jooyoun Chung (National Tobacco Control Center, Tobacco Control Program Team manager) firstname.lastname@example.org | Heeyoung Kim (EWHA WOMANS UNIVERSITY PhD Student)||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||A Short-Term Longitudinal Study on the Effects of a Smoking Prevention Education Program for Young Children||The purpose of this study is to implement a smoking prevention education program for young children that links with their curriculum and test its educational effects and effect persistence. The subjects included 652 three- and four-year-olds attending an early childhood education institution. Collected data was analyzed with descriptive statistics and t-test. First, the young children of the experiment group that participated in the smoking prevention education were compared with those in the control group that did not participate in the education in knowledge, attitude, practice, and overall pre- and post-test scores regarding smoking prevention to examine the effects of the program. The results show that the young children of the experiment group made a statistically significant increase in their smoking prevention knowledge, attitude, practice and overall scores. Secondly, the young children of the experiment group were traced for a year in the secondary follow-up study after the primary one to examine the persistence of the program's educational effects. The results show that their smoking prevention overall scores were maintained with statistical significance. These findings demonstrate that programs for young children had educational effects on three- and four-year-olds and that the effects were maintained. The present study holds its significance in that it offers implications for plans to spread and vitalize smoking prevention education programs for young children.|
|Ming||Zheng||Northwest Normal University||China||Shanze Li (Southwest University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The Difficult Position and Countermeasures of “Small Scale” Kindergartens’ Development in the Rural Areas of Northwest China||Northwest China is the most concentrated area of poor population and the most lagging area for pre-school education as well. According to 2015 statistics, the proportion of newly-added kindergartens in rural areas and township was 23 % and 39.29%. The children in rural kindergartens accounted for more than 65% of the country’s children.The speed of kindergartens development in the northwest has exceeded the national average.
However, the population of pre-school children has declined due to the vast territory, the residential dispersion and the rapid development of urbanization. The newly built kindergartens are small in size and scattered in layout with small coverage.The utilization rate of educational resources is low. The main form of the small kindergarten is mixed age class . The practical problem is that the majority of rural kindergarten teachers come from primary and secondary schools. They should not only adapt to the requirements of kindergarten education, but also explore the mixed age education modes.
Therefore, the integration of urban and rural educational responsibility areas have been set up for helping rural kindergarten; a diversity of park modes that suitable for remote villages have been actively explored; appropriate curricula and educational resources have been developed ; the training of “transfer” teachers has been strengthened to provide professional support for transfered teachers for improving the quality of rural pre-school education.
|ELISSAVET||KONTOU||CENTER OF PRESCHOOL EDUCATION "NTEKROLI"||Greece||ELENI SIMEONIDOU (CENTER OF PRESCHOOL EDUCATION "NTEKROLI") firstname.lastname@example.org||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||“An experiential approach of teaching about the Water unit in pre-school in the context of thinking green”||As supporters of sustainable development, we believe that in order to achieve the goals we require to adopt and promote ecological consciousness, which should be cultivated from pre-school age. We have chosen "Water" as the subject of research, as it is one of the most needed goods for human life. In addition, the interdisciplinary approach will be an inexhaustible and highly interesting source of knowledge for children.
This school year a group of 55 pre-school students is implementing an educational action on Water by the educational method of Project.
The project starts with the organization of two graphs. The students impose in the first the knowledge they have already possessed and in the second questions in which they are asked to find the answers in order to enrich their knowledge in relation to the subject they are examining.
The answers to the questions arise through activities that involve all learning areas (language, maths, creative expression, environment, technology), extracurricular excursions, but also through free and structured play.
The experiential and interdisciplinary approach of the subject creates new experiences which are related to the pre-existing experiences of children and lead to the assimilation of new knowledge and at the same time to the multifaceted emergence of the necessity of environmental protection that is the starting point for educating ecologically conscious persons.
|Frances||Press||Charles Sturt University||Australia||Sandie Wong (Charles Sturt University) email@example.com | Linda Harrison (Charles Sturt University) firstname.lastname@example.org | Megan Gibson (QUT) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||What's in a day? Understanding the work of great early childhood educators through time use||In many parts of the world the unique skills and knowledge underpinning early childhood education are unrecognised or under threat due to external pressures such as schoolification. Although many early childhood advocates acknowledge the complexity of early childhood education, few studies have documented the distinct nature of the work and the intensity and complexity of educators’ daily work patterns. This paper presents preliminary findings from the first phase of data collection in a three-year Australian Research Council funded project: Exemplary Early Childhood Educators at Work which includes a large-scale time-use study of how educators spend their work time. The participating educators access a specially designed smartphone ‘app’ to record 20 work hours, randomly sampled over ten working days. The app provides a range of pre-set options that educators can select, such as intentional teaching, play, routine care and transitions, emotional support, and other activities. Initial findings show how busy early childhood educators are. The number of work activities they record in an hour ranges from one to 10, and multi-tasking is typical of educators’ work. Almost two-thirds of an educator’s working day is directly engaged in teaching and learning activities with children, while planning, organising the indoor and outdoor environment, professional development, administration, communicating with families feature strongly.|
|LAMEI||LUO||Chongqing University of Education, China||China||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||The Exploration and Reflection on International Talent Training Model of Preschool Education under the Background of Chinese-Foreign Cooperation in Running Schools||With the implementation of Chinese "One Belt And One Road" strategy, the development of Sino-foreign cooperation in running schools has been accelerating. The number of cooperative schools is increasing year by year, so organizers, social public and students of Chinese colleges and universities pay more attention to the quality and connotation development of Chinese-foreign cooperation in running schools. For preschool education, the focus of public accountability also points to the talent cultivation quality of preschool teachers. Preschool educators in Chinese colleges and universities should clarify the current problems of international training model, put forward the scientific, reasonable and effective reform proposals in order to effectively improve the international talents quality.
However, some historical and practical problems that restrict the quality improvement of pre-school education professionals urgently need to be solved. These problems are as follows: 1) The target of personnel training is not reasonable; 2) Curriculum setting is incoherency; 3) The level of teaching faculty is uneven; 4) The quality evaluation system of talent training is not perfect. Thus, it is necessary to identify reasonable and characteristic training objectives, build a good curriculum system, establish effective teaching team, and develop different and dynamic assessment to innovate international talent training model of preschool education.
|Yifang||Wang||East China Normal University||China||Yong Jiang (East China Normal University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Constructing a Seven-Dimensional Model of Kindergarten Teachers’ Professional Competence||Teachers’ professional competence is an important content of education quality evaluation,which can promote education reform and teachers’ development.This paper, on the basis of existing research, adopts a theoretical perspective and outlines the kindergarten teachers’ professional competence in a seven—dimension structure—self-directed development, career planning, self-reflection, belief and mission, teaching tactics, interaction between teacher and child, and teaching research.From an empirical perspective, it collect the evaluation scales from 1,013 Chinese kindergarten teachers from 11 provinces,and conducts an exploration and validation of thin model.Research found that the seven—dimension structure is reasonable,kindergarten teachers’ professional competence are different in different major background,first degree,the years of service,,positional title,position they held and marital status.Therefore, the seven-dimensional structure of Kindergarten teachers' professional competence is effective, and its applicability is good.|
|Eunyoung||Kim||KICCE(Korea Institute of Child Care and Education)||South Korea (Republic of Korea)||Keun Jin Kim (KICCE) email@example.com | Jiyeon Yun (KICCE) firstname.lastname@example.org | Chih Peng Chiu (University of Taipei) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Comparison of Private Tutoring for Young Children in South Korea and Taiwan||This study would find the factors for parents to make their children to get private tutoring within the socio-cultural contexts through the comparative analysis between South Korea and Taiwan. For this comparative analysis, we investigated the current status of early childhood private tutoring of Seoul (Korea) and Taipei (Taiwan). Along with this investigation, we took the survey of 668 Young Children from the age of 2 to 5 of kindergartens and child care centers(314 in Seoul and 354 in Taipei) and also conducted case studies of 4 Young Children of age 2 and 5 (total 8 young children). In the results of the research, young children in Seoul and Taipei get private tutoring to some degree. In addition, the private tutoring of Seoul and Taipei included not only sports and arts but also curriculum education. Additionally, we could confirm that young children in Seoul and Taipei were unable to live leisurely life because of private tutoring. These results are related to general welfare policies including public education system and the parental view of nurturing and education. On the basis of these results, we suggested 3 policy proposals such as long-term welfare level improvement, the support for the collaborative life through the diagnosis of general education policies, the improvement of general cognition to encourage cooperation rather than competition and to recognize diversity for the healthy growth of young children.|
|Ann-Katrin||Svaerd||University of Gothenburg||Sweden||Kia Kimhag (University of Gävle) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Degrading treatment in some Swedish preschools: observed experiences from preschool student teachers.||The purpose of this qualitative study was to investigate if preschool teachers students had observed any experiences about degrading treatment during their internships. 272 students at two different universities were asked to answer one survey. Hundred of these students answered the questions and had different observed experiences from their internship of degrading treatment in preschool. Children in need of extra support were often treated in a degrading way both from staff and from other children. Children could be treated in a degrading way in some daily activities through verbally and emotional abused as well as excluded from the group in different situations.|
|Wenjie||Wang||East China Normal University||China||Wenyi Zhang (East China Normal University) email@example.com||Poster Presentation||FAMILY SUPPORT||Gender Types of Toys: Investigating the Perspectives of Parents||Children’s gender-typed preferences for toys are largely influenced by their parents’ attitudes, which will also affect children’s gender socialization. This study is to explore parental attitudes towards gender typed toys and their influences on children in China, with the support of theoretical framework including Gender Identity Development and Gender Schema Theory.
According to the current observation and investigation, most Chinese parents will consider their children’s gender when purchasing a toy. For example, they mainly buy transformers and vehicles for boys, whereas they choose Barbie dolls and castles which are mentioned in fairy tales for girls. However, educational toys like Lego are not strongly attached to children’s gender.
Besides, boys and girls are treated differently on playing gender-typed toys. Boys are more restricted to play feminine toys like dolls, while girls are mostly allowed to play masculine toys such as cars and transformers. We have identified two factors which may influence parental decisions: (1) People may hold more gender stereotypes on boys. In social context, boys are always tagged with ‘brave’, ‘masculine’ and ‘tough’. Therefore, there is little allowance for them to play dolls which is seen as a symbol of ‘weak character’. (2) Broader freedom for girls to choose ‘boy’ toys may have a reflection on patriarchy. In public views, girls with some ‘male characters’ may have more chances to stand out in male-dominated society.
|Hazel||Wright||Anglie Ruskin University||United Kingdom of Great Britain and Northern Ireland||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||In England, whose interests does childcare serve?||This paper considers Early Years Care and Education in England in terms of how structural changes altered the nature of provision over time. The account is historical but set within an ecological framework. The author accepts the premise that Early Years settings operate to look after children but examines how the players in the childcare ‘game’ vary over time as the country faces multiple challenges and differing views of children, parental roles, work, demography and economic factors gain ascendancy. The paper is ever mindful of the broader question of ‘whose interests does childcare serve?’. It outlines the nature of childcare in early British society and care beyond the home from the 20th century. It describes how the first significant childcare facilities (Pre-School Playgroups) were community-led, arising out of a grassroots movement to meet maternal demand for social interaction. It shows how external social and financial pressures led governments to intervene and take control of services, operating at a distance through quasi-independent organisations, and argues that support was uneven over place and time, leading to changes to the type of provision that were often unsustainable and therefore of questionable benefit (sometimes detrimental) to the communities that needed them. It asks how a neo-liberal society can enable childcare provision to meet the needs of children, their parents and communities when financial constraints are so often paramount.|
|Jana||Kropáčková||Pedagogická fakulta Univerzity Karlovy v Praze||Czechia||Hana Splavcová (Pedagogická fakulta Univerzity Karlovy v Praze) firstname.lastname@example.org | Anna Smolíková (Pedagogická fakulta v Praze) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Pluralism of pre-school institutions in the Czech Republic with a focus on children under three years of age||Pre-school education in the Czech Republic is based on the humanistic concept personality of the child. The aim of the paper is to analyse the conditions of institutional care and education. The issue of institutional care and education of preschool children in the Czech Republic has recently been the focus of the professional and general public as pre-school education was introduced as compulsory for preschool children and admission of two-year-olds to nursery schools was „legalized“. The education of two-year-olds is addressed not only by specialists from different fields (educators, psychologists, sociologists, economists, etc.) but also politicians, officials of various ministries and the general public. The theoretical introduction reflects historical experience, opinions on the care and education of pre-school children in the Czech Republic. Subsequently, pre-school institutions are analysed in the context of parental demand and accessibility for all children. The sample has been composed with traditional nurseries with the widest representation, and newly established children's groups. The pluralism of founders of nursery schools on a public and private basis brought after 1989 new forms of care and education of pre-school children that responded to the actual needs of children and their parents.|
|Larisa||Shevchenko||OMEP Russian National Committee||Russian Federation||Maria Gerasina (OMEP Russian National Committee) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Environmental Educational Project for pre-school aged children “This Wonderful World Around Us”||The project goal was to implement the standards of ecological education for children of early age as one of the core components of Education for Sustainable Development.
Our environmental educational project “This Wonderful World Around Us” was initiated in 2014 on the grounds of All-Russian Nature Festival “Pristine Russia”, a large-scaled governmental educational event on the untouched nature of the Russian Federation.
The project resulted in a development of the unique educational system for early childhood, aimed at forming the foundation for a life style to correspond with the goals of sustainable development.
The project included several dimensions.
1. Creative dimension: “Art classes for children of early age”
Topics for art classes were chosen based on children’s age and interests.
2. Intellectual dimension: “Interactive tours for children of early age”
During the tours at the “Pristine Russia” photo festival a teacher-guide taught children to observe and analyze what they see.
3. Moral applicable dimension: “Birdhouses in Moscow parks”
Children along with teachers noticed that there are fewer birds in a city than in a forest and decided to fix it by placing painted birdhouses on Moscow trees.
4. Analytical dimension “Pre-schoolers ability to analyze and practice obtained knowledge and skills”
New ideas were constantly being added to the project to implement during the festival and afterwards.
|Savas||Pamuk||Akdeniz University||Turkey||Deniz Kahriman Pamuk (Mersin University) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||How Preservice Preschool Teacher's Perceive Sustainable Development Goals||The main purpose of this study is to determine preservice preschool teachers’ understandings about sustainable development goals. This research was carried out in two stages. In the first stage, 200 preservice preschool teachers, studying at Mersin University, Education Faculty Department of Preschool Education, in 2017-2018 academic year, were included in the study and their mental images about 17 sustainable development goals (Poverty, Hunger and food security, Health, Education, Gender equality and women’s empowerment, Water and Sanitation, Energy, Economic Growth, Infrastructure, industrialization, Inequality, Cities, Sustainable consumption and production, Climate Change, Oceans, Biodiversity, forests, desertification, Peace, justice and strong institutions and Partnerships) were examined via metaphors. In the second stage, face to face interviews were conducted with 50 preservice preschool teachers among 200 and their understandings about “how sustainable development goals could be integrated into preschool education curriculum were scrutinized in more detail. Both qualitative and quantitative procedures were utilized to collect and analyze the data. The expected results indicated that most of preservice preschool teachers have misconceptions about sustainable development goals. Although some of them have a variety of inspired ideas about integrating these sustainable development goals into existing preschool education curriculum.|
|Udomluck||Kulapichitr||Chulalongkorn University||Thailand||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||Asia Pacific Regional Symposium: Current Conditions for Under Threes Toward Sustainable Future in the Asia Pacific Region||Speakers: Udomluck Kulapichitr, Frances Press, Lia de Vocht-van Alphen,Lily Wong, Maggie Koong, Zhou Jing, Heejin Kim, Miho Shiozaki
More than two decades that early childhood care and education (ECCE) has been heavily
influenced by key human development targets outlined in the millennium development
goals and education for all. We are now on the new universal 2030 Agenda for sustainable development
with the mission to achieve SDG Target 4.2. The Dakar Framework
emphasizes that ECCE is about care and education which recognizes three development stages:
under three, aged three to five, and early primary by acknowledging that integration
of care and education should start at birth. The Declaration of the 69th Assembly and World
Conference of OMEP also gives higher investment for quality ECCE for all children since birth.
However, UNESCO world data for 2016 state that children under age three are invisible in studies
and public policies for ECCE. This has stayed unchanged since the Global
Monitoring Report 2007, despite the impetus from the MDGs, EFA and SDGs which resulted in
a burgeoning of policy and programming for provision of formalized ECCE across the Asia Pacific
region. In order to move forward with ECCE toward sustainable future, the time is now to seriously
start investigating the current conditions of ECCE for under threes in this region. Discussion
would include national policy, early childhood system, profiles of ECCE provision and quality
|Sule||Erden Ozcan||Cukurova University||Turkey||Ayten Pinar Bal (Cukurova University) firstname.lastname@example.org||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Examination of Topological Transformation Perception of Preschoolers||The aim of this research is to examine topological transformation perception of preschoolers. This study was designed according to case study among qualitative research method. In this scope, individual interviews were done with total of 42 children (21 girls, 21 boys) in a private kindergarten in central district of Adana province. During interview two types of activities were applied to children in three different age group in order to obtain what their topological perceptions are. Interview period with each child lasted approximatelt 10 minutes. The first one was “yawning face activity” that aims to reveal “plasticity-wrinkling” property. The second one was “overhead” activity that aims to measure “distance-nearness” perception. During the application of activities as one of the researchers was applying activities to children, the other researcher was taking notes about the answers of children. Later a content analysis was done from these datas by forming available theme and code. According to the findings obtained from this study, there reached a conclusion that as the age levels of children increases they perceive topological transformations better and they show a development according to age. As a result of this study, it is suggested to do studies relating if topological transformation shows development or not in earlier ages in case of supporting it in pre-school period.
Key words: Topological transformation, preschoolers, plasticity-wrinkling, distance-nearness
|Tsz Ying||Poon||Hong Kong Baptist University||Hong Kong||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Attitude Changes of Pre-service Kindergarten Teachers: Virtues for implementing our early childhood inclusive education||Exploring educators’ professionalism is our chore for perfections. “Why decided to becoming special education teachers (SET) and work with children with special educational needs (CSEN)?” was often been asked yet no answers seem noble. Some novice teachers at a local University simply have given diverse information that worth discovering their motives. Around 50 preparing SET had received a nine-month intensive practicum, with a five-week block placement in a special child care centre (SCCC). Some positive changes of attitudes toward career aspirations & CSEN were spotted quite differently from earlier findings. The pre-post open-ended reflexive notes have marked a few remarkable changes to identify professional growth. Notes provided after the practicum even shown positive changes that require attention to suggest more catering trainings. Theoretically, more knowledge of inclusive education earned, compassionateness for children’s uniqueness has raised. Practically, teachers have had a better understanding of routine practices and with more effective strategies to intervene. Psychologically, they were more prepared with positive energy and surprisingly with more quality virtues such as tolerance, patience and love for others were emerged. Now, take a closer look to our evolving teachers who are changing more resiliently towards their cant-be-the-same life and perhaps are holistically more prepared for the current challenging world, if not, then what? Let’s just wait and see…|
|Sümeyra||Eryiğit||Middle East Technical University||Turkey||Refika Olgan (Middle East Technical University) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Ongoing Mechanism in Tactile Communication between Children and Adults in Picture Storybooks for 4-to-6-year- olds||The purpose of this study is to investigate the characteristics of meaning categories for individual touches in picture storybooks for 4-to-6-year-olds and related contextual factors and descriptive features. For this purpose, a local Children’s Library was chosen as the site to collect data. Therefore, from chosen library 489 picture storybooks for 4-to-6-year-olds were chosen as a sample of the study which required three weeks for data collection. In the study, data was collected through a codebook, which was developed by the researchers and finalized after receiving experts’ opinions. Qualitative analysis and inferential statistics results revealed that positive affect touch is the most common touch in the images of picture storybooks. Further, touch was mostly initiated by adults and they tend to touch female children more than male children. Also, most of touching behavior is displayed by mothers. According to findings, during tactile communication, hands and a whole body (while hugging) of a child are preferred, to other body parts. Finally, the main meaning categories of individual touching is significantly related with sex of author, sex of illustrator, translation status of a book, sex of adult, location of adult, relationship between child and adult, style of touch, body part that is touched, nature of social occasion, and initiator of touch. Based on the findings, the current study has various implications for publishers, authors, teachers, parents, and children.|
|ELENI||ZISOPOULOU||A.P.U. tHESSALONIKI||Greece||ELENI ZISOPOULOU (ΠΑΝΤΑΖΙΔΟΥ 20) firstname.lastname@example.org||Individual Paper Presentation||PLAY||Games created by children||The game plays an important role in the child's life but also in the educational process. The purpose of this study was to encourage children in a collaborative environment to create their own games with objects, useless materials, gymnastics organs, musical instruments, words, mathematical concepts and play with them, have fun and learn.
The present study was action research which was implemented in a kindergarten. It lasted three months and the sample of 25 children. The data collection tools were the observation guide and the photography. For the data analysis was used the method of qualitative content analysis.
The results were quite remarkable. Children, through their work in teams and the flexible use of space and materials, created their own games and shared it with their classmates. This contributes in the cultivation of cooperative and cognitive skills and active participation in the educational process. Children developed positive interactions and elements of creativity in their activities.
Key words: play, collaboration, cooperative and cognitive skills, creativity
|Nisan Cansu||Ertan||Middle East Technical University||Turkey||Funda Eda Tonga (Middle East Technical University) email@example.com | Feyza Tantekin Erden (Middle East Technical University) firstname.lastname@example.org | Sümeyra Eryiğit (Middle East Technical University) email@example.com||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||What is the secret for success ? Early Childhood Education in PISA high achiever countries: Finland, Estonia, Japan, Singapore and China||The purpose of this study is to examine the unique characteristics of ECE systems in the most successful countries in PISA 2016. To this end, the ECE sytems of the countries including Singapore, Japan, Estonia, China and Finland were examined and compared. For this purpose, document review as a qualitative research method was used to analyze data from primary sources such as official websites of the related countries’ ministries and the statistics released at the website of OECD, The World Bank, and the national statistics offices of each country. Further, juxtaposition approach as Bereday’s (1964) comparative research model was employed for the study. In the study, the structure of whole education systems in those countries were also examined and described with a general framework in order to grasp and evaluate ECE systems considering their own contexts. In addition, the ECE systems in that countries were presented with a framework including the information such as types of ECE services, annual expenditure per student, and the enrollment rates in ECE. As for the comparison of those systems, although there are some differences between their ECE systems, there are also some commonalities. To illustrate, compulsory ECE is available only in Finland at pre-primary level whereas enrollment rate in ECE is high in all countries. Moreover, government expenditures in ECE is too little compared to government expenditures on other levels of education.|
|Kristina||Planjanin Simic||OMEP Serbia, VŠSSOV Kikinda||Serbia||Individual Paper Presentation||PLAY||The typology of children’s folklore from Banat (Vojvodina)||Children games represent a complex interdisciplinary material that can be approached from various angles and they are an inseparable part of children’s growth. In this research the ethnomusicological data was consequently organized by utility, function, thematic content and musical structure (related to the various sub-categories).On the basis of the notated and analyzed examples, and following the guidelines set out by the researchers who have previously dealt with this kind of material, the present research was structured over the following sub-categories: I.1 countings, II.1 formulaic songs, III.1 songs related to specific games (circle dances, clapping games, ball games, bridge/gate games, two lines of children games), as well as IV.1 variously themed songs (that do not belong to the previously mentioned genres), with diverse functionality. This is where we can grasp the main subcategories, along with their musical/poetic and morphological structures. Certain authors plausibly claim that children are the best tradition safe-keepers (Ilijin, 1972:419).|
|Petra||Rapošová||Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studies||Slovakia||Eva Csandová (Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studi) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Regional Identity in Slovak Kindergarten||In this study we focus on the issue of the regional identity formation in kindergarten. To this regional identity formation significantly contributes not only education in kindergarten, but also upbringing in the family and home environment. In our theoretical description of regional identity and regional education, we will focus on the issues of attitude towards the territorial unit/district, culture, traditions, language, clothing and values. Within Slovakia, we focused primarily on the region Bytča. However, in order to better identify the characteristics of this region, we have also taken part in the research of the kindergarten in Petržalka, which is Bratislava city district with very different regional culture. The research data obtained from both kindergartens were processed and compared by the qualitative methodology and subsequently we generated few core categories. In this study we provide a selection of the most interesting categories and findings. This research was conducted within the Vega project - Identity Formation in Time and Space.|
|Figen||Şahin||Gazi University||Turkey||Selda Aras (Başkent University) email@example.com||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Perceptions and Self-Reported Practices of Early Childhood Teachers on Self-Regulation and Metacognition in Early Years||Self regulation is considered as a critical ability for behavioral, social and intellectual development. The literature includes important evidence of the influences of early self-regulatory and metacognitive abilities on developmental outcomes and short-term and long-term academic achievements. The emergence and development of self regulation is open to be investigated, and therefore, subject to new evidence provided for the field (Bronson, 2000; Whitebread, et. al, 2009). The development of self-regulation is highly depending on the social and physical environment (Bronson, 2000). Thus, the teachers' role in the classroom for the development of those skills is very crucial. The aim of the study is to investigate perceptions and self-reported practices of early childhood teachers on self-regulation and metacognition. Contemporary studies on young children call for in-depth research to be conducted to demonstrate the actual practices on the development of these two concepts. This study aimed to investigate the phenomena with an interpretive manner. This qualitative study is conducted with 18 early childhood teachers selected through maximum variation sampling. Semi-structured interview protocols and work products were the instruments for data gathering. The teachers' perceptions on self-regulation and metacognition and their implementations to improve children's self-regulatory and metacognitive abilities will be demonstrated with an inductive manner.|
|Chang||Liu||East China Normal Univerisity||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Living together: The bodily life of preschools in China and the United States||This study explores how preschools in China and the United States are sites for producing children with culturally appropriate bodily practices. By analyzing arrivals, meals, other everyday preschool routines, I examine how children, in each national context, learn to use, think about, and care for their bodies. The methodological orientation is primarily ethnographic, in the sense that the goal is to explicate the emic beliefs, knowledge, and practices concerning the body in preschools in China and the U.S., which I study by using a combination of video- cued interviews with preschool teachers and micro-analyses of video-taped classroom routines. Informed by Marcel Mauss’ (1973) idea that the body is “man’s first and most natural instrument” (p. 79), I explore how children learn to use their bodies in ways that Mauss called “techniques of the body” that are characteristic of the larger social groups to which they belong. For example, the analysis of mealtimes suggests that children learn to eat in ways that are characteristic of the Chinese and US contexts, such as appropriate use of utensils, etiquette, posture, and demeanor. Besides learning individual bodily practices, preschools are also places where children learn how to use their bodies in relation to others. Maurice Merleau-Ponty and Erving Goffman’s theories of the intercorporeal aspects of embodiment are illuminating for understanding the choreography of bodies in a social space like preschools.|
|Connie||Lum||NTUC FIRST CAMPUS||Singapore||Cynthia Choo firstname.lastname@example.org | YaRu Yang (NTUC FIRST CAMPUS) | YueFang Gu (NTUC FIRST CAMPUS)||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||A study of Group Play Activities effect on Attention of Five years old children with Learning Disabilities||Most learning disabilities children that lack attention hardly stay focus for long time and easily distracted and further effected learning by external conditions. Therefore, effective intervention of attention training is needed to improve their attention.
The purpose of this study was to explore group play effect on five years old children learning disabilities children attentions. The research target group is 6 five years old children. The effectiveness of concentration behavior after group play intervened was investigated by designed four 45 minutes’ group play activities through video analysis and interview of teachers. Results of this study are summarized as follows:
1. Group play activities were immediate effective for attention in five years old children with learning disabilities.
2. Teachers had positive satisfaction on this group play activities.
|Kristin||Dýrfjord||University of Akureyri (UNAK)||Iceland||Anna Elísa Hreiðarsdóttir (University of Akureyri, Solborg / Nordurslod, 600 Akureyri) email@example.com | Guðrún Alda Harðardóttir (Preschool Aðalþing, Aðalþing 2, 200, Kópavogur) firstname.lastname@example.org||Self-Organized Symposium||TECHNOLOGY||Makerspaces in Icelandic Preschools – Focusing on creativity and makers literacy||This study reports on makerspace ideology and examples on how it has been implemented in Icelandic preschools. The national-curriculum highlights among other; multimodal literacy, and creativity, emphasise is on children learning through play. Over last few years the concept makerspace has been getting attention internationally. Makerspaces is connected to concepts such as technology, creativity, maker literacy, toy hacking, play and empowerment. In makerspaces the attention is among other on informal learning within formal learning places.
This symposium will address makerspace ideology in connection to the Icelandic preschool and report on two projects.
1). Makerspaces in Icelandic Preschools - Background
We report from the theoretical background of makerspaces and connect to the National curriculum for Icelandic preschools. Examples from how makerspace is introduced into the preschool teacher education is presented.
2). Makerspace in Icelandic Preschools – coding and playing
we report on how coding with a blue-bot has been carried out in one preschool. From manually (hands on) into the computer and virtual world, through play.
3). Makerspaces in Icelandic Preschools – Interaction - creativity and gender
we report on a new research project in carried out in an Icelandic preschool where we introduce the makerspaces ideology and working methods. The data is analysed from at least three perspective that of; interaction; creativity and gender.
|Kejian||Li||Zhejiang Normal University at Hangzhou||China||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||The rural-urban preschool education quality gap and its impact on child outcomes in China||With a national representative sample of 1, 904 3-6-year old children (1291 from rural with 613 from urban) from 359 preschool classrooms in China, this study aimed to examine the rural-urban quality gap and its impact on achievement gap. Chinese Early Childhood Environment Rating Scale; CECERS) and Child Developmental Scale of China (CDSC) were applied to collect data on classroom quality and child outcomes.
Results from piecewise regression models suggested strong threshold effect of preschool education quality on rural children’s outcomes: above the threshold, high quality CECERS Teaching and Interactions was positively associated with rural children’s CDSC Language, Early Math, and Social Cognition scores; while they were not or negatively correlated in lower quality (below the quality threshold) classrooms. Meanwhile, there was no consistent evidence to support the threshold hypothesis in urban subgroup.
Consistent with findings from the U.S.A. (Butchinal et al., 2010, 2014, 2015) and other contexts (such as Chile; Leyva et al., 2015), evidence from this study indicated significant compensatory function of high quality preschool education for rural children. Based on these findings, the researchers suggest that rural children should be prioritized to have high quality preschool education to reduce the achievement gap in China. Findings from this study also have implications to developing countries with similar situations.
|Agnieszka||Kuźba||OMEP Świętokrzyskie Poland Bezpieczne Gniazdo - Safe Nest Fundation Poland||Poland||Individual Paper Presentation||FAMILY SUPPORT||Report on the implementation of the pilot Movement in Nature program for families and children from Kielce District system kindergartens in the 2017/2018 school year.||Report on actions taken for the Movement in the Nature 09.2017 - 06.2018 in Kielce District Poland.
It connects teachers' families and public institutions regional directorate of state forests, greenery departments in municipal authorities, teacher training organizations, health services, tourist organizations. The aim of the program is to prevent a deficit of nature in children and adults, promote a healthy lifestyle and strengthen the image of the multigenerational family as an inalienable value for the physical, social and cognitive development of children.
The program consists of four elements:
1. Green Hour: a social campaign for families Movement in the Nature - natural environment at least one hour a day every day.
2. Green patch: practical gardening classes organized in the system facilities with eager parents and grandparents will allow children to feel the unity with nature and respect for the effort to obtain healthy, ecologically produced food.
3. Natura base: founding natural education places in the vicinity of the kindergarten using natural garden equipment. sensory paths, tree trunks, tree roots, muddy kitchens, boulders, access to water.
4.Green Pedestrian Trail for the Three-Generation Family: marking out and marking tourist routes in the Kielce poviat available and attractive cognitively for the three-generation family, introduction of tradition of trips for a three-generation family organized by a kindergarten.
|Gyeong Ja||Jo||Hoseo University||South Korea (Republic of Korea)||Hyun Sook Lee (Kyungbok University) email@example.com||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Family Life Education in the Korean Kindergarten Teacher’s Guidebooks||The purpose of this study is to examine how the family-related contents of the National Kindergarten Curriculum are reflected in the Teacher's Guidebooks. To this, we analyzed the family-related contents of the Nuri, which is the current National Kindergarten Curriculum, and the activities on the theme 'family' of the Kindergarten Teacher’s Guidebooks for 3-5 olds. The results are as follows: First, some of the sub-themes of the theme ‘family’ in the Guidebooks were not related to the family-related contents of the National Curriculum. Second, the activities of the theme ‘family’ presented in the Guidebooks were divided into four categories: 'family values', 'family members', 'role of family members', and 'family life culture'. Activities were most common in the categories of 'family values' and 'family life culture'. In the Guidebooks for ages 3 and 4, there were many activities about 'how to make peace with my family' among the 'family values' category. In the Guidebooks for age 5, the distribution of activities was similar by categories. Most activities were about 'the role of child' among 'the role of family members'. The activities of 'family life culture' were about family special days, leisure life, and house. The activities dealing with family diversity were not presented in the Guidebooks for age 4. These results suggest that it is necessary to reexamine the hierarchy and connectedness among the contents of the curriculum and the activities about family.|
|Inanç||Eti||Cukurova University||Turkey||Individual Paper Presentation||FAMILY SUPPORT||The effect of the mothers’ beliefs about children emotions and parenting styles on childrens’ social skills||The family setting have a direct impact on children's development. Parenting styles and parents’ belief about childrens’ emotions can effect the social-emotional development of the children. Three parenting styles which have different point of views on raising children mentioned in the literature . Parenting styles effect the characteristic of behaviors and approaches of parents towards their children. Therefore, developing characteristics of the children are affected by parental attitudes of their family. Also parents’ beliefs about children’s emotions constitute an important aspect of parental emotion socialization and may relate to children’s social skills. Social skills are a specific class of behaviors that an individual exhibits to successfully complete a social task and acquired from the very beginning of the life in the family setting. The purpose of this study is to reveal the prediction effect of the mothers' beliefs about children emotions and parenting styles on their childrens’ social skills. Parents’ Beliefs about Children’s Emotions Questionnaire, The Parenting Styles and Dimensions Questionnaire and Social Skills Rating System were used to collect the data. The sample group of the study comprised 100 mothers whose children attend in pre-school. Multiple Regression Analysis Technique was used to determine the predictor effect of mother attitudes and the beliefs about children emotions on social skills of their 4-6 years old children.|
|İrem||Gürgah Oğul||Çukurova University||Turkey||Durmuş Aslan (Çukurova University) firstname.lastname@example.org | Yaşare Aktaş Arnas (Çukurova University) email@example.com||Individual Paper Presentation||FAMILY SUPPORT||A Validity and Reliability Study of Parents’ Participation in Home Math Activities Scale||The experiences in early years influence the children’s mathematics achievement. The purpose of the study was to develop a valid and reliable scale to measure the extent to which parents participated in home math activities with their children. Participants were 376 parents who have children at the age between 3 and 6. The participants were drawn from different socioeconomic backgrounds (low, middle and high). The Parents’ Participation in Home Math Activities Scale is composed of 35 items using a 4-point response format, in which parents are asked to choose a response from 1 (never), 2 (sometimes), 3 (usually), 4 (always). In order to determine the suitability of the data for exploratory factor analysis (EFA), the scale was statistically tested by using KMO and Bartlett tests. After the results indicated that a factor analysis can be conducted, EFA was performed. EFA findings indicated a one-factor solution that explained 41.07% of the total variance. The scree plot and item loadings confirmed one-factor structure. The item loadings varied between 0.43 and 0.76. The Cronbach’s Alpha was calculated as 0.96. As a result, Parents’ Participation in Home Math Activities Scale is a valid and reliable instrument to understand the extent to which parents participated in home math activities. This study is funded by Çukurova University Scientific Research Projects Coordination Department (SDK-2017-8086).|
|Liv Torunn||Grindheim||Western Norway University of Applied Sciences, campus Bergen||Norway||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||What ethical concerns do teachers address when approaching bullying from a social perspective?||Is spite of several programs to prevent bullying in schools, there are still an increasing amount of reported incidences of bullying. In the later years, the problems of bullying are addressed in early childhood education, as well - often as early intervention. These interventions do, most often approach bullying as a result of individual aggression labelling children as victims and bullies. In this presentation bullying are approached as complex relational phenomena involving belonging, inclusion and exclusion processes, where the overall aim of belonging and worries for not being a part pave the way for acts of inclusions and exclusion. To gain insight in how ECE-teachers reflect on the change from an individual focus to relational understanding of bullying, this presentation is structured around the research question: what ethical concerns do teachers address when approaching bullying from a social perspective? The material for analysis is written texts from nine ECE-teachers attending a course to continuing their education. Their texts are parts of their compulsory assessment in the course. The analysis draw on Mariane Hedegaard’s cultural-historical outlines of children’s development as participation in activities framed by contextual conditions. The analysis depicts several areas of ethical reflections and a variety of ways to mediate limitation of bullying by strengthening sense of community among peers and developing interaction/play patterns within the peer groups.|
|Ezgi||SENYURT||Middle East Technical University||Turkey||Refika OLGAN (Middle East Technical University) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||A Pilot Study on Adapting “Recycling Scale for In-Service Preschool Teachers” in Turkish Context||For decades, worldwide ecosystem has been deteriorated by human behaviors such as consumption and waste and their destructive impacts on environment such as global climate change and resource depletion (Roy & Pal, 2009). Education for sustainable development (ESD) has been considered as the greatest resource for becoming a sustainable society in which natural resources are managed and the link between humans and environment is strentgtened through education (UNESCO, 1997). Since attitudes, perceptions, and actions are perpetually established in the early ages, preschool teachers play an important role in leading young children to make sustainable choices like recycling. Therefore, ESD in early childhood education has been accepted as a natural starting point for sustainable practices (Davis, 2014). In this regard, this study aims to validate “Recycling Scale for In-Service Preschool Teachers” with clustered samples of 292 preschool teachers in Ankara, Turkey. Results revealed that the scale is a reliable and valid tool to clarify recycling behavior of in-service preschool teachers through explaining relevant determinants ─ attitudes towards recycling, subjective norms, perceived behavioral control, moral norms, convenience about recycling. In further research, data can be collected from in-service preschool teachers working in different cities throughout Turkey to allow for generalization of results.|
|Šárka||Dohnalová||Faculty of Education, Masaryk University, Brno||Czechia||Individual Paper Presentation||PLAY||English Language through Play in Pre-school Faciliies||English language as a foreign language in pre-school facilities has been a discussed topic for quite some time. The hot issues within the topic lie in the organization, teacher qualification, suitability of early foreign language teaching, and teaching the teaching methods thereof. Therefore, this talk, supported by short video-recordings from the classroom will consider and reconsider learning contra acquisition within the pre-school classroom using play as the main tool for Foreign Language Teaching and Learning.|
|Neslihan||Güney Karaman||Hacettepe University||Turkey||Ann-Katrin Sward (University of Gothenburg) email@example.com | Nevra Atıs Akyol (Hacettepe University) firstname.lastname@example.org | Sifa Kevser Cakmak Teloglu (Hacettepe University) email@example.com||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||BEST FRIENDS FOREVER: BEST FRIEND PERCEPTION OF CHILDREN LIVE IN TURKEY AND SWEDEN||The aim of this study was to expose 3-5 years old children living in Sweden, and Turkey's "best friend" perceptions. In response to this general objective, the answers to the following questions are sought:
How does 3-5-year-old children living in Sweden the "best friend" perception?
How are 3-4-5-year-old children living in Türkey the "best friend" perception?
What are the similarties and differences between 3-5 year-ol children living in Turkey and Sweden?
This research is designed as a qualitative research. Semi-structured interview form used for children as data collection tool. In the form there were six questions such as ‘what does it mean to be best friends?’ ‘who is your best friend’ .The sample group of the study consisted of 80 three to five children, including 40 Swedish 3-5 years old and 40 Turkish 3-5 years old. Analyzes of the study are still ongoing, but preliminary findings show that Swedish children generally do not have friends they have problems with, but Turkish children have. Friendship for children generally refers to more than one person, while best friends / friends refers to one or two people, but more often than not, it is more common among Swedish children to specify more than one person as their best friend. As Swedish children define 'being polite' and 'having fun together' as a feature of their best friend, Turkish children stand out as 'playing together' as a feature of their best friend.
|Kazushige||Mizobe||Hyogo University of Teacher Education||Japan||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Teacher's Awareness of Prototyping of Learning Sketch (Learning Guidance Plan)||This presentation is conducted as a part of research on teaching for developing more active learning with the aim of the new course of study guidelines in Japan (JSPS 16 K 13574). About the attempt of the learning guidance proposal (hereinafter referred to as "learning sketch"), we have been reporting some results (ex, Mizobe, Morikawa, Tanaka 2017, Tanaka, Mizobe, Morikawa 2017, Nojima, Mizobe 2017, Matsuda, Mizobe 2017). However, the opinions of nursery teachers and elementary school teachers (in charge of lower grades) involved in the cooperative research have not been summarized. Therefore, we summarize and report their comments on learning sketches. The subjects of the survey were 12 primary school teachers and 12 teachers of childcare and kindergarten. As a method of investigation, we collected tags attached to the learning sketch and compiled the impressions. And we found they were good ratings for illustration parts (ex. balloon etc.) and explanatory parts by photographs. They also made positive evaluation for the illustration of the classroom environment, the garden and playground. While there were some teachers who wanted to utilize it, we found that a few of them felt somewhat difficult for their personal computer operation.|
|ASLI||YILDIRIM POLAT||ANADOLU UNIVERSITY||Turkey||ILKNUR BEYZ AKTUNA (ANADOLU UNIVERSITY) firstname.lastname@example.org||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Early Creativity in Turkey: A Meta-Synthesis Study||Meta-synthesis investigations are the researches that have determined qualitative findings of studies performed on a specific area; interpretation, evaluation, similar and different aspects of the project and new inferences. The meta-synthesis method is revealed with the necessity of evaluation qualitative research with together in the same area. This method is based on qualitative research done on a specific area; data, methods, or theoretical orientation. Creative people are important for sustainable development. Scientific studies on creativity in a society and the reflection of the results of these studies provide sustainable development. The purpose of this study is to examine the studies that promoting creativity in early childhood education in Turkey with meta-synthesis method and analyze trends in this area. In order to reach the studies analyzed in this research, Google Scholar, TUBITAK ULAKBIM, YOK National Dissertation Center, EBSCOhost-ERIC and SPRINGER databases were used. The analysis of this study is continuing. The results will be shared with all detailed at the congress.|
|Marco Antonio||Delgado Fuentes||University of Derby||United Kingdom of Great Britain and Northern Ireland||Adriana González Peral (Hacia una Cultura Democrática (ACUDE)) email@example.com | Claudia Osiris Martínez Valle (Hacia una Cultura Democrática (ACUDE)) firstname.lastname@example.org | Heidi Diana Fritz Macías (Universidad Iberoamericana) email@example.com||Individual Paper Presentation||FAMILY SUPPORT||Children's agency and the role of the family in the transition from preschool to primary school.||This paper is part of a broader study on the transition between preschool and primary school in Mexico, based on nine qualitative, comparative and simultaneous case studies and grounded theory. The study investigated how family members- and not only parents- actively influence children's representations and expectations of primary school, including emotions and changes in relationships between children and other adults. In addition, it became clear that primary school was perceived to be the "more important" of the two schools and that play was seen as less relevant than discipline. The study examines how children actively built up social relationships with older children and other adults in order to find out information about the primary school: for example, what to do, what to fear, what to do at break time and how to tackle certain potential problems. Ethnic minority and migrant children often had difficulties understanding the context of primary school and were lacking the social relationships that could potentially increase their degree of agency.
A literature review indicated that research tends to focus on school readiness, i.e. performance, socialisation (being ready to follow instructions) and discipline. This study examines how children can understand the school context and how family members can influence their expectations and agency, while identifying circumstances that may be detrimental to children's agency.
|Eva||Severini||Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studies||Slovakia||Dušan Kostrub (Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studi) firstname.lastname@example.org | Peter Ostradický (Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studi) email@example.com||Individual Paper Presentation||FAMILY SUPPORT||DEVELOPING AUTONOMY OF CHILDREN IN PRE-PRIMARY EDUCATION FROM THE PERSPECTIVE OF PARENTS||This scientific study presents the concept of a qualitative research of children's autonomy in pre-primary education. It is focused on the issues of children's autonomy in kidergarten from the parents point of view in Slovakia. Focus group was used as a method for collection of data. The study presents representations of the mentioned construct and children's autonomy, which were thematized by sole actors in conducted focus groups. The process of open coding was used for initial analysis of data. Selective coding of data was applied in the final phase of qualitative analysis in which the based theory was identified. The results of the research in the form of the methodological interpretation of the phenomenon studied are conceptualized by a metaphorized description. Based on our findings in focus groups, we report that participating subjects (parents) are interested in the issue. They are thinking about the phenomena that are characteristic of the present and directly affect the education of children, their manifestations of autonomy. The aforementioned phenomena were interpreted by the subjects as lack of time, rapid pace of life, rapid increase in information and communication technology, inconsistency in setting and observing the requirements for a child, etc. We consider the fact that the parents are not satisfied with the actual condition.|
|Li||Zheng||Nanjing Normal University||China||Li Sheng (University of Delaware) firstname.lastname@example.org||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||The Assessment of Expressive and Receptive Vocabulary in 2-6 Years Chinese-speaking Children||Our tasks have the potential to contribute to the development of standardized vocabulary test that suits 2-6 years Chinese-speaking children. Normative data are valuable to understand the receptive-expressive gap and to develop screening tools that assess lexical-semantic development in children. In this study, 360 Mandarin-speaking Chinese children ranging from 32 months to 80 months of age participated in a picture identification task and a picture naming task that examined vocabulary comprehension and production abilities respectively. Children were divided into four groups according to grade level in kindergarten programs (pre-K, K1, K2, and K3). The naming task is able to differentiate among all groups while the identification task can differentiate among pre-K, K1 and K2 but not between K2 and K3 due to near-ceiling performance. This finding confirms that children’s comprehension develops faster than production skills. Item-level analyses indicated that a majority of the items on the two tasks have satisfactory psychometric properties. Error analysis shows that in both tasks children made more semantic errors than other errors. The gap between semantic errors and other errors increases across grades, suggesting a more sophisticated semantic representation that comes with age. More detailed analysis of naming errors revealed additional evidence of age-related progression in building a rich semantic representation among kindergarten Mandarin-speaking children.|
|Jana||Koláčková||Slovakia||Eva Severini (Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studi) email@example.com | Peter Ostradický (Comenius University in Bratislava, Faculty of Education, Institute of Educational Sciences and Studi) firstname.lastname@example.org||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||DIDACTIC SUPPORT OF LEARNING PROCESSES THROUGH A PORTFOLIO||The scientific study is concerned with identifying didactic support of learning processes through the use of portfolio in pre-primary education. It focuses on the possibilities of using the portfolio as a tool for supporting processes of children's learning, pedagogical diagnosis and evaluation in the conditions. As a result of the research, it presents advantages and possible disadvantages of using the portfolio as a diagnostic tool from the point of view of teachers of kindergartens in Slovakia. In our research, we have gained a vast array of possible views and opinions of teachers working with portfolio. Based on the qualitative research methodology, we used the method of individual interview with teachers of kindergarten supplemented with components from the children's portfolio. Based on the analysis of the obtained data, we identified different but also identical views and attitudes of teachers on the question of didactic support of learning processes through the use of the portfolio. The results of the research suggest that the portfolio primarily mitigates the normative approach to the child and at the same time allows us to uncover the unwanted manifestations in the child's development that need to be eliminated. The results also pointed out that the portfolio provides us with a comprehensive picture of the child, on the basis of which it is possible to didactically manage the learning process, thus facilitate and support the learning processes of the child.|
|Paula Alejandra||Barbosa Ramos||Pontificia Universidad Católica de Chile||Chile||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Images of migrant children inside the kindergartens of Santiago: differences and convergences in the perspectives of children and educators.||The immigrant status of children linked to educational justice has gained high investigative relevance. However, today in Chile is limited studied and tangentially approached by public policies. We know little about the living and learning conditions of immigrant children in kindergartens, and the little knowledge we have, has been built from the adultocentrism positivist perspective.
From a postmodern perspective and across the voices of children, this research in progress recognizes the construction of different images of immigrant childhoods and specific, their learning and life conditions in Santiago de Chile.
This qualitative research designed with Mosaic Approach, is developed in 3 public establishments of initial education. It samples 80 children of 3-6 years; Natives and immigrants. Data were produced using photographic tours, discussion groups and interviews. The analysis of visual and textual data was done with a constant comparison method using Atlas Ti.
The results report images of a migrant child that naturalize the learning of the game with others as a meaningful daily experience. All of his images carry positive and close attributions to their own lives. We discuss how this finding contrasts with the negative and vulnerable images of migrant childhoods, which circulate with the positivist and adultocentrism evidence of early childhood education policies.
|Marie||Fridberg||Kristianstad University||Sweden||Agneta Jonsson (Kristianstad University) email@example.com | Susanne Thulin (Kristianstad University) firstname.lastname@example.org | Andreas Redfors (Kristianstad University) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Chemistry and Physics in Preschool – Teaching and Learning through Socio-Scientific Issues||This presentation reports on model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena related to socio-scientific issues (SSI) and sustainable development in Swedish preschools (ages 1-5 years). The projects follows a design-based research approach and develops together with personnel in preschools collaborative inquiry teaching and learning activities with and without support of tablet computers. A special focus is children's own perspectives and learning related to intended and enacted teaching, and the research focus inter-subjectivity and its prerequisites around the object of learning, between teachers and children. The research adheres to the ethical guidelines of the Swedish Research Council. A developed theoretical framework for analysis of different referential meanings experienced during work with chemistry and physics in a sustainable development perspective in preschool will be presented. Video data has been analysed and results describe in detail how reasoning and questioning during model-based teaching and collaborative inquiry learning about science phenomena engage children and preschool teachers. We argue that in intertwining support of science content with implementation of design-based activities both knowledge of explanatory models in science and competence of handling activities with children can be expected to improve.|
|Meijuan||Gu||Nantong University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Kindergarten Infringement Disputes: A Research of 118 Legal Precedents in Chinese Mainland from 2011-2015||The legal precedents of tort liability disputes among kindergartens contain abundant legal information as well as educational inspiration. Through the exploration of CaseShare and Lawyee, the writer collected 118 judicial documents in Chinese Mainland ranging from 2011 to 2015, and statistically analyzed 38 elements in each case with SPSS18.0. Result indicates that there are 8 high-frequency accompanying factors: “fraction”, “handover”, “restroom”, “spontaneous activities”, “outdoor activities”, “children’s slide”, “fall over” and “senior kindergarteners”.
Additionally, there is only one case out of 118, with the percentage of 0.85%, shows that the institution is exempted from liability for being able to prove itself as being “non-fault”. It is obvious to conclude that in the judicial practices, there is a comparatively strict requirement to kindergartens. Theoretically, “presumption of fault” is applied as the doctrine of liability fixation when it comes to these cases. However, it is the “non-fault” principle that is widely used practically. On one hand, it arouses vigilance of kindergartens, which leads to a more cautious caring. On the other hand, it results teachers reducing children’s spontaneous activities owing to “dispute anxiety”.
Key words: the disputes of tort liability in education institutions; empirical research; presumption of fault
|QINGRU||DUAN||East China Normal University||China||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||An investigation on the Structure, Type and Characteristics of Kindergarten Teachers’ learning and development||Teacher learning and development has already been the subject of a consider-able body of research. In order to obtain a better understanding of kindergarten teachers' learning and development, the study employed a self-compiled Kindergarten Teachers' Learning and Development Questionnaire to investigate the structure and characteristics of 846 kindergarten teachers from nine provinces around the Chinese eastern, central and western regions. Results of the study are as follows: 1) Confirmatory factor analysis (CFA) demonstrated that the structure of kindergarten teachers' learning and development is mainly composed of seven dimensions: learning and development motivation, information literacy, culture cultivation, reflection, career planning, teamwork ,belief and mission .2) Latent profile analyses revealed three distinct profiles of teacher learning and development: including strong motivation type, balanced transition type and firm belief type .3)Kindergarten teachers of strong motivation type had low level of other six dimension, significantly with the highest level motivation; The balanced transition type had the intermediate in six dimensions, significantly with lower culture cultivation; And Kindergarten teachers of firm belief type revealed the highest level of learning and development, significantly with the highest belief and mission. The findings provide novel evidence suggesting that the trait of different type kindergarten teachers’ learning and developmt.|
|Dr. Janice||Cotton||OneSky for all children||China||Heather Gleason (OneSky for all children) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||Supporting Families and Communities to Care for China’s “Economic Orphans”||With massive movement of young adults from China’s rural villages to factory cities, China now boasts the largest migration in human history. The migration is key to China’s economic boom; but what about workers’ offspring who are left behind in the villages and remain in danger of becoming a lost generation sacrificed to the country’s economic growth? To address this, OneSky launched the Model for Children in Rural Villages in 2015. We took our lessons learned over 20 years of successfully working inside China’s state-run orphanages and applied them to rural village environments to bring new possibilities to these children & their families.
One Sky’s OMEP presentation will focus on programs for left-behind children 0-3:
- Family Skills Trainings & Home Visits for mothers & grandparents support healthy development in ages 0-3. Family Centers are staffed by OneSky Family Mentors and open daily to provide supportive and enriching settings. Family Skills Lessons focus on topics like secure attachment, responsive care and reading to young children. Home visits build relationships with families, allow Family Mentors to observe caregiver-child interactions, & determine impact of home environment.
-Community Engagement strengthens now disintegrating rural communities and provides a nurturing home for young children despite parental absence through trainer-facilitated village gatherings, community projects like community garden, field trips & treasure hunts with preschoolers.
|TOMOMI||NAITO||TOKYO CITY UNIVERSITY||Japan||Poster Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Development of ECEC teacher’s identity and professionalism in Japan - focusing on ECEC practical training and child-rearing support training||Currently, we are faced with the problems and difficulties of ECEC Teacher’s early job-leaving in Japan. First-stage ECEC Teachers still have not been established their identity. For that reason, ECEC teacher training schools give high priority to their students’ practice development and effort in to long-term career education.
The purpose of this research is clarify the development of ECEC teacher’s identity and professionalism through two different types of practical training, one is ECEC practical training at kindergarten and nursery school and the other is training at child-rearing support center. This research is examined that ECEC Students develop their perspectives for “children’s understanding”, practical skills, roles of ECEC Teachers, Teacher’s Beliefs and so on.
As a result, through ECEC practical training, ECEC students recognize the importance of “children’s understanding” and they try to learn and acquire ECEC practical skills, such as speaking to children, deployment and proposal of Play, a wide perspective. On the other hand, through child-rearing support training, they recognize the importance of relationship between parents and children and they try to learn ECEC environment such as space and toys and atmosphere of the support center.
|Udomluck||Kulapichitr||Chulalongkorn University||Thailand||Ornuma Khamwijit (Chulalongkorn University) email@example.com | Uraivas Tamrongath (Chulalongkorn University) firstname.lastname@example.org | Panitkarn Atasukwatana (Chulalongkorn University) email@example.com | Kamontip Nimkhathavut (Chulalongkorn University) firstname.lastname@example.org | Patcharat Laorpaksa (Chulalongkorn University) email@example.com||Self-Organized Symposium||SUSTAINABLE DEVELOPMENT GOALS||The Experience of Early Childhood Transition in Thailand||Speakers: Udomluck Kulapichitr, Uraiwas Tamrongath, Ornuma Khamwijit, Panitkarn Atasukwatana, Kamontip Nimkhathavut, Patcharat Laorpaksa, Jidsopin Soha
Transitions in educational systems are organized in different ways around the world, and for each individual, young children pass through many marked transitions, organized on the basis of age group, stages or types of programs. Thailand is now under educational reform that placed an important policy on Early Childhood Care and Education. A newly revised national early childhood curriculum (2017) has identified transition in early childhood system that involves transitions from home to early childhood setting, and from preschool class to primary school. The links among child, home, early childhood setting, peer, and neighborhood factors create a dynamic network of relationships that influence children’s transition to school both directly and indirectly. Studies on transition at several preschool programs in Bangkok Metropolitan including Chulalongkorn University Demonstration School were investigated.
|LUZ AMALIA||BOTERO||Fundacion de Atencion a la Niñez - FAN||Colombia||Individual Paper Presentation||FAMILY SUPPORT||Fantastic Hour (La Hora Fantastica): a massive training initiative for early childhood caregivers||Fundacion de Atencion a la Niñez - FAN (Colombia) has been developing a massive training initiative since 2010. The pedagogical proposal was developed with a scientific basis with guidelines in humanized parenting aimed at signficant and influential adults in the parenting of children. The initiative uses radio and the internet as direct communication channels to reach nearly 30,000 people weekly, who listen to about 30 training programs each lasting two hours. The topics are related to child development, the care and practices that favor their well-being and development. Those who finish the program are certified as early childhood caregivers through evaluations. The content is reviewed and endorsed by the CES University (Colombia), a higher education institution accredited for high quality, to guarantee its relevance and correspondence. The training strategy "La Hora Fantastica" is aimed at all significant and influential adults named through the methodology process as educational agents, who have a direct impact on the lives of children. They are categorized into two interest groups: adult caregivers, mothers and biological parents, foster mothers and fathers, family adults, grandmothers and grandparents, teachers or domestic workers, among others; and, adults related to community environments. This strategy continuously seeks to generate a massive participation of national coverage, particularly those territories with high poverty and low education levels.|
|Fatma||YALÇIN||Missle East Technical University||Turkey||Feyza Tantekin Erden (Middle East Technical University) firstname.lastname@example.org||Individual Paper Presentation||PLAY||How does your ideal outdoor environment look like?: Teachers’ and parents’ perspectives||The purpose of the study is to investigate Turkish and Finnish early childhood teachers’ and parents’ perceptions of an ideal outdoor environment. The study was conducted as a multi-case study in which the participants were early childhood teachers (N=14) who teach 36-72 month-old children and the parents (N=14) that have at least one 36-72 month-old child who was enrolled in the target kindergartens. While 7 of the teachers and 7 of the parents were Finnish, the other 7 teachers and 7 parents were Turkish.. The data were collected through semi-structured interviews with participants. The study applied two-stage analysis of the data obtained from two different cases. Firstly each case was individually analysed taking its unique features into account. Secondly, within the principles of cross-case analysis, the researchers attempted to draw comparisons and contrasts looking for similarities and differences across cases. As a result, it was found that all participant teachers and parents percieved an ideal outdoor environment for children as a place which includes nature and natural elements, an open space to move freely, and various materials and equipment to enrich children’s play. Different from Finnish teachers, Turkish teachers stated that an ideal outdoor environment is the place involving animals or a small zoo that provides an opportunity for children to interact with the animals. In addition, some of the Turkish parents stated that anideal playground is a place includi|
|Ornuma||Khamwijit||Chulalongkorn University||Thailand||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||The development of Early Childhood Education Curriculum to connect the educational gap between kindergarten level and elementary level of Satit Chulalongkorn University Elementary Division||The purposes of this research were 1) to study the situation and problems in teaching and learning in kindergarten level of Satit Chulalongkorn University Elementary Division. 2) to develop early childhood education curriculum by using Participatory Action research 3) to study the effects of early childhood education curriculum which was used in this research. The population for this study were kindergarten 3 students of 2016 school year at Satit Chulalongkorn University Elementary Division. The instrument of this research consisted of education curriculum of Satit Chulalongkorn University Elementary Division, questionnaires for individual students, questionnaires for teachers and students’ parents. Data was analysed by using frequency distribution, arithmetic mean and percentage. The result from this research will become a master curriculum for early childhood education curriculum which will be conformed with the National Early Childhood Education Curriculum 2560 B.E. and the National Early Childhood Development Policy supported by Ministry of Education who wish to see the smooth connection of student learning from kindergarten level to elementary level.|
|Selda||Aras||Başkent University||Turkey||Aybüke Yurteri Tiryaki (Ankara University) email@example.com||Individual Paper Presentation||PLAY||Improving Early Childhood Teachers’ Practices of Play||This study aims to describe practices of early childhood teachers on play-based teaching, improve their skills of play-based teaching, and to increase their practices of play in classrooms. Although the importance of play is found throughout many research conducted among the world, most children today don’t have enough time at schools. Researchers emphasized on the lack of play and play-based instruction in early childhood settings (Bergen, 2009; Pui-Wah, 2010). Insufficient integration of play into the curriculum have been an important issue (Samuelsson & Johansson, 2006). Teachers need additional knowledge on using play as a tool in teaching and learning process (Güven, 2006; Kadim, 2012). So, it is important to examine the process of improving teachers’ practices of play. This study utilized action research design to search for its research questions. The change process of early childhood teachers’ play practices during a training process were included in the study through participatory action research. Purposefully and conveniently, two early childhood teachers who are willingness to change their practices of play were participated in the study. Data were gathered through interviews, observations, and field notes. The change process of teachers were presented in a detailed and rich manner by using qualitative research design.|
|Maria||Vassiliadou||Frederick University||Cyprus||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Images of Understanding||Remembering our life, gives us the opportunity of self-awareness in such way that can inspire us to a progressive continuity in our future life. Baring in mind that childhood could be very significant and definitely crucial for the creation of a person’s personality, it is very important to give to children the opportunity for emotional expression in order to understand themselves and correspondingly the others.
As it is well known, children’s behaviors in school settings can be influenced by family environment and vice versa. Especially when children’s background is different in living style and conditions.
In Cyprus many children are facing cultural, social and language diversity in the school environment where sometimes they are not able to communicate with each other.
With this presentation we want to show how artistic expression can become a vehicle for understanding and communication among children and between children and their parents.
We will talk about two workshops with artistic activities that took place at a school of Nicosia. The first activity was done with children at the age of six years and the second one with the same class but including parents. The purpose of both workshops was to use art to overcome the social inequality and to understand and accept diversity.
Concluding, we will present art works of the workshops and discuss the results to establish the role of artistic expression as a way of learning, understanding and communicating.
|Nanne||Van Doorn||Bureau Kwaliteit Kinderopvang||Netherlands||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||Self-evaluation of pedagogical quality, a case-study||Bureau Quality Childcare in The Netherlands (Bureau Kwaliteit Kinderopvang, Utrecht, Nederland) is an independent organisation with as main purpose sustainable professionalisation of childcare in the Netherlands.
We will present a case-study about the implementation of instruments for self-evaluation at five organisations for childcare in the Netherlands.
The case-study was developed to explore the use of instruments for self evaluation, its conditions, success factors, obstructive factors and process steps.
Providers are making promises to the parents about their quality. Some providers want to know if they really deliver the pedagogical quality they promise and want to. They decide to measure there quality by using an instrument for self-evaluation.
The case-study identified a set of common supporting and obstructive factors for using an instrument for self-evaluation.
The case-study also indicates that following the process steps of the theoretical framework is necessary for good results.
|Melike||YUMUS||Başkent University||Turkey||Figen TURAN (Hacettepe University) firstname.lastname@example.org||Individual Paper Presentation||FAMILY SUPPORT||An Investigation of Families’ Abilities on Shared Book Reading During Infancy||The impact of the book reading activities is a promising way to promote language and early literacy skills in young children. However, many children exhibit elevated risks for later reading problems particularly, due to poverty. During reading activities with adults, both the quality of interaction processes with children and awareness of literacy skills are increasing. Generally, the implementations of home based practices aimed at improving early literacy skills are more successful than school based practices. Especially the first three years of intensive learning and explorations are very critical for babies. This study serves three purposes: to determine families’ frequency of shared book reading activities with their babies, to describe how to use of interaction abilities while sharing book reading and to discuss processes that barriers to shared book reading. Participants of the study were 250 Turkish families having babies aged between 8 and 24 months. Families were asked to complete the “Assessment of Shared Book Reading Skills During Infancy” questionnaire which consisted of 20 shared book reading abilities. As a result of the research, the relationship between families’ shared book reading abilities and some variables such as educational level, barriers against shared reading activities, reading frequency will be discussed. Also, this research provides strategies for developing early literacy abilities during infancy.|
|Hyejin||Jang||Daegu University||South Korea (Republic of Korea)||Individual Paper Presentation||PLAY||Korean children’s participation of reconstructing play materials in their classroom||Children in the world plays although their playing has different aspects and meanings depending on their culture, socio-cultural background or personal interests. Play has more meanings beyond taking a rest or having fun. It is more likely to the young children. Many previous researches support that children’s play brings diverse kinds of benefits and help children grow up with their own ways. So, play is an integral part in the early childhood education. In Korea like many countries, children’s play is valued but often too much connected to learning goals, controlled by professionals, and remainded unquestioned.
This research is to look at how Korean children see and reconstruct their play materials in their classroom. The research questions are 1) How do Korean children of 5 years old see their play materials? and 2) How they reconstruct their play materials in the classroom?
In the methodology, about 20 Children of 5 years old in one kindergarten classroom participate in the interview for sharing their feeling and opinions. During the interview, the children evaluate and create their own ways of reconstructing their play materials and share with other children in their classroom. After that, children have opportunities to modify, create, or deconstruct their playful materials. This research will explore and listen to children’s ideas about their play materials and give an opportunity to understand the play material from children's views.
|Liliana||Sulikowska-Klebek||Li'l DayCare Consulting||Canada||Individual Paper Presentation||COMMUNITY SUPPORT AND COOPERATION||Family, common values and beliefs is the Foundation of integration of national system through community partnership||"Why family support and early childhood education must be a collaborative effort" to build an integrated system through partnerships in Saskatchewan, Canada. FRP.Ca,2011
Each year, over 500,000 families with young children find resources, encouragement and a sense of belonging at family resource centres across Canada. FRP.Ca have a long history of attracting and engaging parents of young children, including those that may be marginalized and distrustful of public systems (Hutterities, First Nations, immigrants, etc.). These informal programs are usually governed by volunteer Boards of Directors, comprised of community members, are supporting local families and educational system. Some of them operate within large multi-service organizations such as YMCAs. They are usually located in settings such as schools, church basements, community centres. Specific program components are develop in response to emerging community needs: family literacy activities, parenting workshops on topic interest, clothing exchanges, cooking groups, etc. ECE's supporting programs are perceived by parents and community according to different standards, value systems, and expectations. Educator presence must demonstrate wisdom and integrity in all of professional relationships. The common goal of family resource programs endeavour to strengthen and well-being of families and integrate communities.
Family Resouce Centre "SPOKES" located in Kinderley, rural area of Saskatchewan province, Canada
|Gamze||Bilir-Seyhan||Ege University||Turkey||Poster Presentation||TECHNOLOGY||Augmented Reality in Turkey’s Early Childhood Education||The aim of this study is to investigate and discuss the place of augmented reality in the context of Turkey’s early childhood education. For this aim, researcher investigated the literature about augmented reality broadly, and then the place of augmented reality in early childhood education. After this brief information, the condition of augmented reality in Turkey’s early childhood education will be approached, in details. The augmented reality could be defined as a technology for giving the ability to the children the sense of real world, and at the same time children interact with the physical objects. In a rapidly developing world, it is impossible to keep children away from technology. For this reason, as adults, it is important to provide effective experiences in technology to children. Augmented reality is one of the important tools that can be used for an effective technology experience with children. From this point of view, especially in order to provide a framework for educators, augmented reality is discussed in the context of early childhood education in Turkey, in this study.|
|ELENI||ALIFIERAKI||Byron College, The British International School in Athens||Greece||Individual Paper Presentation||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||English as a second language at an international context||Bilingual education is part of many children’s living condition nowadays. It is becoming more prominent in a changing world that young pupils use at school a language which is different to their native. Families move to a foreign country for any professional reasons, or they might choose international education for their children within their country.
This presentation is the Teacher’s perspective on the bilingual condition, my practical experience of working at an international environment and teaching pupils for whom English is an Additional Language (EAL class is a support class, small groups of pupils off their classroom).
I would like to share the methods and techniques used to support children’s effort for communication and learning, enhance their communicative skills, develop their language, learn how to read and write, and to be able to follow the curriculum of their ordinary class. The difficulties we (both teacher and children) encounter in finding our ways of communication (verbal or nonverbal) in the beginning of the learning journey. How these difficulties can turn into a challenge that would lead us to build an educational relationship, to enjoy our life in school, to enjoy our learning, to achieve, to thrive. How important the collaboration with parents in these matters is.
I finally show examples of the progress children have made in their reading and and writing skills and of course the progress in their language skills throughout the academic year.
|Catalina||Perez Zabala||Gobernación de Antioquia||Colombia||Individual Paper Presentation||FAMILY SUPPORT||Humanización de servicios de salud - The Humanization of Health Services||The humanization of health care services provided by the regional government of Antioquia (Colombia) through the initial care model is a political commitment that seeks to transform early childhood development from actions comprised in a comprehensive care services from pregnancy and up to 5 years of life.
This humanization looks to seeks to respond to the needs of people and contribute to the birth process as a conscious phenomenon, giving special importance to the mother and the child, to live the experience beyond being a disease, respecting the diversity with autonomy, respect and dignity. Recognizing early childhood development as the guiding axis from the moment of conception, filling moments of cultural transformation to society towards the pursuit of minimum consensus that produce a better exercise of the rights and duties of citizens and especially of the children population.
In Antioquia, Children within the comprehensive care, seek warm and loving spaces and within the priorities of humanization is to seek these spaces in a dignified and respected way, teaching all actors to experience them as part of the public policy of early childhood and through the factors of social wealth such as: Generate life consciously, give birth and be born, this public policy dimensioned in an articulated way seeks meaningful and enriching experiences at all times of the child development that are considered crucial.
|Elif||Buldu||Middle East Technical University||Turkey||Poster Presentation||SUSTAINABLE DEVELOPMENT GOALS||The Investigation of Children’s Misconceptions about Environmental Issues Through Documentation Panels||The current study investigated how Turkish pre-service early childhood teachers’ pedagogical documentation practices brought to light the children’s misconceptions on environmental issues and responsibilities. The children’s views of environment are not always sufficient to explain environmental problems and issues like air pollution, forest clearing, water shortage and extinction of plants and animals. It is important to dispel children’s misunderstandings about environmental issues to create sustainable environment and support children’s environmental awareness. Because pedagogical documentation makes children’s understanding visible, the study investigated children’s views about environmental issues through documentation panel. To collect data, purposive sampling method was utilized and the data collected through document analysis. Based on that, 12 documentation panels about environmental issues and pre-services teachers’ reflections about their activities were analyzed. The findings of the study indicated that children had some misunderstanding about the relationship between their action and environmental problems. Consistent with the findings that obtained from pre-services teachers, it can be suggested that more activities should be implemented by the teachers in order to make children’s understanding visible on environmental issues.|
|Zoe||Lavin-Miles||OMEP UK||United Kingdom of Great Britain and Northern Ireland||Dr Valerie Huggins (Visiting researcher in early education at Plymouth University, UK) email@example.com||Individual Paper Presentation||SUSTAINABLE DEVELOPMENT GOALS||Early Childhood Education and Care for Sustainability in the context of OMEP Peace Education 2018||In the 70 years since its first World Conference in 1948, OMEP, inspired by the Peace Education movement has worked for a world where children become ‘citizens among equals’ but children have continued to be victims of the actions of adults, resulting in hunger, disease and family poverty. In tackling the resulting effects, the SDGs have become a key part of OMEP’s agenda, their emphasis upon Early Childhood Education and Care for Sustainability (ECECfS) in particular. In this paper, we share examples of ECEC practice in Kenya that address the impact of political unrest in local communities. Using a participatory approach, of listening and responding to the needs and interests of the community’s children in a sustainable way (Huggins & Evans, 2018) OMEPs mission is to share similar examples of sustainable practice. OMEP UK and Gaia Education are collaborating in creating practical teaching aids to develop quality training in ECECfS. The aim is for educators globally to use these aids to share knowledge about the SDGs to construct teaching, learning resources and activities that will be appropriate both for the learners and for their local communities relating these to the principles of Peace Education in the context of SDG's. We will provide and share examples of teaching aids to gauge cultural perspectives on early years SDG’s.|
|Alicja||Komorowska-Zielony||University of Gdańsk||Poland||Individual Paper Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Outdoor education in kindergarten||Outdoor education in kindergarten is an important element of environmental education. Outdoor learning spaces offer
a vast array of possibilities not available in building. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration,
discovery for young child.The outdoor environment will change with the seasons and provides opportunity for
children to be in touch with nature and creates opportunities for research. Every day gives the opportunity to experiment (not depending on the weather).
A rainy day does not have to mean the children have to remain in building – umbrella and wellies can be the start of a great discovery.
Is outdoor education needed in kindergarten ? What forms of outdoor education are possible today - according to parents and teachers in early education?
My research is trying to answer these questions.
|Katarzyna||Kmita-Zaniewska||University of Gdansk||Poland||Dorota Bronk (University of Gdansk) firstname.lastname@example.org||Poster Presentation||COMMUNITY SUPPORT AND COOPERATION||Rethinking learning spaces in preschool: the value of the local community and neighbourhood resources||Outdoor activities are a mighty learning opportunity. Children connect with the natural world when stepping out of the classroom. Exploration of the outdoor environment is a great opportunity to find valuable resources of attractive and stimulating places, where children can learn and play in a natural way. Teachers explore and use in their practice existing resources of playing and learning spaces outside the preschool: in local community, neighbourhood parks, public space and community and business associations. Young children learn through interaction with their environment and they learn best when they are socially interacting with other people. Teachers have an opportunity to include preschool surroundings in the curriculum (ex. local community, leaders, association, physical environment). Engaging parents and wider community in outside-the-classroom-activities would play an important role in building stronger relationships between children and their parents and the culture and society.|
|Christiane||Bourdages Simpson||OMEP-Canada||Canada||Christian Dumais (University of Québec at Trois-Rivières) | Emmanuelle Soucy (University of Québec at Outaouais) | Manon Boily (Department University of Quebec at Montreal) | Sylvie Martel (Department University of Quebec at Montreal) | Krasimira Marinova (Université du Québec en Abitibi Témiscamingue)||Self-Organized Symposium||CULTURAL, SOCIAL AND LANGUAGE DIVERSITY||Cultural, social and language diversity: ways of learning||Presentation 1: Oral language development of children in multilingual environments: Findings, challenges and interventions by teachers of 4 and 5 year old preschool education. (Christian Dumais, Professor of French Didactics, University of Québec at Trois-Rivières, Canada, Emmanuelle Soucy, Phd candidate, University of Québec at Outaouais, Canada)
Presentation 2 : A new vision of childhood following the offer of interactive training given by an occupational therapist in an educational service (Manon Boily, Ph.D Early Childhood Education program director Professor, Education and Pedagogy, Department University of Quebec at Montreal, Canada, Sylvie Martel Managing Director of a Childhood Educational Service Graduate Student University of Quebec at Montreal, Canada)
Presentation 3: Abilities of 5 years old children related to emergent writing (Krasimira Marinova, professor, université du Québec en Abitibi Témiscamingue, Québec, Canada, Christian Dumais, professor, Université du Québec à Trois-Rivières, Québec, Canada)
Presentation 4: The concept of «Peace» for small children (Mie Oba, professor, Fukuyama municipal University, Japan)
|Madeleine||Baillargeon||OMEP-Canada||Canada||Jean-Yves Lévesque (University du Québec à Rimouski) | Danièle Perruchon (OMEP-France) | Rakia Laroui (Université du Québec à Rimouski) | Elisabeth Jacob (Université du Québec à Chicoutimi) | Annie Charron (Université du Québec à Montréal)||Self-Organized Symposium||PLAY||Play and Sustainable development||Presentation 1: Understand preschool education with a view to sustainable development: for the children of today and those who will come. (Jean-Yves Lévesque, professor, University du Québec à Rimouski, Québec, Canada)
Presentation 2: Educating for global citizenship from an early age: Developing a scientific curiosity and critical thinking (Danièle Perruchon, president OMEP-France)
Presentation 3: How to develop attention abilities with preschool children through play (Rakia Laroui, Professeure à l’Université du Québec à Rimouski, Canada)
Presentation 4: Play or teach? (Elisabeth Jacob, professeure en éducation préscolaire, Université du Québec à Chicoutimi, Québec, Canada, Annie Charron, professeure didactique du français, Université du Québec à Montréal)
Presentation 5: Promote learning while playing: go to meet the child (Hélène Larouche, professor, University of Sherbrooke, Quebec, Canada, Diane Biron professor, University of Sherbrooke, Quebec, Canada)
|Peter||Gavora||Tomas Bata University, Faculty of Humanities, Department of School Education||Czechia||Adriana Wiegerová email@example.com | Hana Navrátilová firstname.lastname@example.org||Poster Presentation||INCLUSIVE EARLY CHILDHOOD SETTINGS||Preschool Education from Age Two: Teachers´Beliefs||This presentation is based on the partial results of the research study. The aim was to identify the degree of agreement of teachers to educate children at the age of two as well as to measure their beliefs in efficient educational practices for these children. Samples consist of 272 teachers. Teachers were subdivided to those teachers who teach two years old children (sample A) and a contrasting sample who teach 3-6 years old children (sample B). The teachers filled in anonymous questionnaires. Concerning the resultas on teachers´ beliefs, they have rather reserved attitudes to 2-years old children enrolment in preschool, though they teach them. Statistically significant differences in beliefs in efficient educational practices between sample A and B were in cognitive and self-help skills learning as well as in support of child´s autonomy.|
|Deborah||Young||Empowering Communities Globally||United States of America||Alia Assali (An-Najah University)||Poster Presentation||FAMILY SUPPORT||Thrive, not just survive: Young children and their families living in on-going emergency settings||This presentation provides opportunity to listen to and somatically experience the findings of integrating contemplative practices in to the daily life of young children and their family/community for those living in on-going emergency settings (OGES). This is a cross cultural participatory action research coordinating between three countries. There is little research knowledge or skill development to guide practices with young children and their families living in OGES. OGES refer to the time period after the initial response to a crisis, conflict, or disaster. Those living in OGES live in unpredictable circumstances for an extended period of time, sometimes for generations. The UN High Commissioner on Refugees estimates that the average length of major protracted refugee situations has increased from 9 years in 1993, 17 years at the end of 2003 and 26 years in 2016. The study places a strong emphasis on developing the whole child; attending to their social, emotional, cognitive, language, and physical development to establish a solid and broad foundation for lifelong learning and social emotional well-being.|