A Study on Playing and Learning of Young Children

The base of Menshenbildung is cultivated in infancy, and infant education is a firm basis of the education in subsequent years. We can not discuss the education without considering the importance of the infant education. In this paper, we reconsider playing and learning of the infant, taking up the infant education and its adjacent domains. First, we consider the necessity to make playing a kind of learning and suggest concrete measures. Secondly, referring computer games and traditional playing, we examine playground equipments which will activate infants' play. Thirdly, we point out that there is still an insuperable barrier between primany education and infant education. We also verify that the creative education stands on the edge of crisis, relating the current of an exaggerated importance on intellectual training. And finally, we discuss some problems concerning the child-raising support

Presentation: infant education in european perspective

Número monográfico dedicado a la educación de la primera infanci

奈良女子高等師範学校附属幼稚園の保育の実際(1) : 昭和13年度四之組保育日誌を中心に

I considered practice of the infant education of the kindergarten attached to the Nara Women\u27s Advanced Teacher-Training School through the infant education diades in the year of 1938. I understood that the contents were infant education syllabus and life training syllabus. In the infant education syllabus, six subjects were the bases. The six subjects were playing, singing, conversation, handwork, observation and drawing. It is possible to see that these courses were valued in the infant education of the kindergarten

Second Language learning in Infant Education: Storytelling technique

Los niños de Educación Infantil no aprenden la lengua inglesa mediante el estudio de su código, los niños se encuentran en atmósferas reales donde tienen que utilizar la lengua para conseguir cierto objetivo. Así, aprendemos la lengua extranjera mediante su uso. En este artículo se explicará cómo crear esta atmósfera compartida donde contextualizar el lenguaje. Asimismo, se proponen varias actividades, desde la dramatización de un cuento hasta la generalización de las estructuras lingüísticas.English language is not learned by studying the code system anymore, children find themselves in real atmospheres where they have to use the target language for a purpose or to complete certain task. That is said, we learn languages by using them. In this paper, it is explained how to create a shared atmospheres in order to contextualize language. Therefore, different activities are provided, starting from dramatisation towards the generalization of language

The use of games to promote the Second Language Acquisition

A considerable amount of research and publications have dealt with games in Infant and Primary Education. Nevertheless, little is known about the role games can play in Foreign Language Acquisition with young learners. The aim of this project is to investigate how Infant Education teachers use them to promote SLA and whether their use can help to achieve this objective. Firstly, this study briefly reviews the techniques of English teaching and how these can influence the use of games. Subsequently, key theories and research concerned with the importance of games in Infant Education, are reviewed, as well as the suitability of using games as a methodology for teaching English. Moreover, eight games provided by several teachers from bilingual schools are analyzed and the extent to which they promote the SLA is evaluated. Finally, data from interviews with two teachers is examined to investigate their opinion about games as an educational method

La educación temprana en Latinoamérica y las relaciones de la vulnerabilidad social con las funciones ejecutivas y la comunicación temprana en la primera infancia

Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life.Fil: Gago Galvagno, Lucas Gustavo. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; ArgentinaFil: Miller, Stephanie E.. University of Mississippi; Estados UnidosFil: de Grandis, María Carolina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Abierta Interamericana. Facultad de Psicología; ArgentinaFil: Elgier, Angel Manuel. Universidad Abierta Interamericana. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentin

Lesson Study and Service Learning in Teacher Preparation

The aim of this paper is to share an teacher preparation experience that combines Lesson Study (LS) with a Service Learning methodology. This experience is interdisciplinary and includes three subjects from first-grade Childhood Education, carried out at University of Malaga since academic year 2014-2015. Within this framework, our students carry out Service Learning projects for schools in our area that are designed and developed following the LS methodology. Service Learning projects go through the following phases (Puig, J., Martín, & Batlle, 2008): 1) Preparation by the teachers involved in the project; 2) Implementation, i.e. developing the project with the students; 3) Evaluation. The implementation phase also has three sub-phases: preparation, implementation, and round-up. It is here that the LS is developed through the following phases (Soto & Pérez, 2015): 1. Define the problem; 2. Co-operatively design an experimental lesson and its observation process; 3. First experimental lesson; 4. Analyse and review the lesson; 5. Second experimental lesson; 6. Analysis and drafting of conclusions; 7. Presentation in extended context. We were able to gather evidence on how students teachers resolved different cognitive conflicts during the process. We saw how the LS process, with its phases and cooperative work, allows them to combine creativity and unique talents in a common project that acquires meaning and relevance thanks to Service Learning. This provides a framework that facilitates the construction of solid structures related to the meaning of the educational process, and which can be used to recalibrate what it means to be a Childhood School teacher: a creative, relevant, complex experience that requires recreating the knowledge and experience that students bring with them to the University about what it means to be a Childhood School teacher.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Project-Based Learning and Technology in Early Childhood Education

Este artículo aborda los procesos de enseñanza y aprendizaje en la etapa de Educación Infantil que se ven especialmente favorecidos con el enfoque metodológico Aprendizaje Basado en Proyectos (ABP) y las Tecnologías del Aprendizaje y el Conocimiento (TAC), entendidas como recursos educativos a utilizar en el aula. Nuestra investigación presenta un análisis del uso que hace el profesorado de las TAC en el marco metodológico del ABP a partir de un estudio de campo realizado entre una muestra de profesores de la etapa de Educación Infantil de la Región de Murcia. En él se describen los parámetros profesionales relacionados con las buenas prácticas educativas del profesorado que utiliza esta metodología en su aula.This paper approches the teaching and learning processes in the Infant Education Stage that can be improved through the Project Method and the Learning and Knowledge Technologies. The essay analyses and explains the performed field survey between a sample of teachers that work at the Infant Education Stage in different schools of the "Región de Murcia". Finally, we describe the different professional parameters related with good practices in education between those teachers that use the Project Method and the Learning and Communication Technologies