An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings

Pihanperä, Meri; Lepistö, Jaana; Ruókonen, Inkeri

doi:10.3390/educsci12020141

Cited by 3 publications

(4 citation statements)

References 43 publications

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“…The ILR method enables a thorough analysis of existing research by combining multiple perspectives and conclusions from various sources, such as academic articles, reports, case studies, and industry publications [42]. Because of its thorough and rigorous approach to literature synthesis, the Integrative Literature Review is ideal for a study on deploying AI tools in Morocco's educational system.…”

Section: Research Methods and Designmentioning

confidence: 99%

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

2024

IJFMR

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This integrative literature review analyzes how AI, specifically Machine Learning (ML) and Large Language Models (LLMs), is used in Moroccan education. The study emphasizes the significance of modernizing traditional educational techniques. It investigates how artificial intelligence may personalize learning experiences, minimize educational disparities, and foster a culturally diverse and technologically sophisticated learning environment. The ILR uses a conceptual framework that highlights customized learning, equitable education, technological innovation, and a systematic methodology that incorporates extensive literature synthesis. The research process thoroughly examines multiple academic sources, including peer-reviewed articles, books, conference papers, and reports. The ILR identifies relevant patterns, barriers, and opportunities associated with integrating AI in Moroccan education by carefully studying and synthesizing data. The findings demonstrate the enormous potential of ML and LLMs in revolutionizing teaching methods, encouraging active student participation, and closing educational inequalities across Morocco. The paper finishes by underlining the need to incorporate AI into educational practice and identifying areas for future research. It emphasizes investigating how AI may help Morocco and other countries modernize their education systems.

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Section: Research Methods and Designmentioning

confidence: 99%

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

2024

IJFMR

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“…Fältet kan här ses som verksamhet i skola eller i daghem. Pihanperä et al (2022) har identifierat att modeller mellan daghem och universitet finns i olika konstellationer med mindre eller starkare akademisk anknytning. Studier visar att för samarbetet har olika modeller utvecklats som till exempel professionsutvecklingsskolor (eng.…”

Section: Inledningunclassified

“…I den forskningsbaserade lärarutbildningen inom småbarnspedagogik i Finland har traditionen att integrera pedagogisk teori i praktik genom handledning i daghem varit starkt närvarande ända sedan utbildningen blev en universitetsutbildning år 1995 (Pihanperä et al, 2022). Praktiken i lärarutbildningen ses som en central del av studierna (Ulvik et al, 2018;Vartuli et al, 2016).…”

Section: Inledningunclassified

“…Samarbetet i detta sammanhang kan ses som en nätverksmodell (Lillejord & Børte, 2016) där parterna universitetet och övningsdaghemmen samverkar i nära relation med varandra för att stödja lärarstuderande inom småbarnspedagogik under deras praktik i övningsdaghemmen (Daza et al, 2021;Jackson & Burch, 2019;Lillejord & Børte, 2016;Pihanperä et al, 2022).…”

Section: Metodunclassified

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”Lärarstuderande kommer in med nytt” – om samarbete mellan småbarnspedagogik och universitet

Buss

2023

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Syftet med denna artikel är att öka förståelsen kring samarbete mellan småbarnspedagogiken (eng.: early childhood education and care) och till exempel kommunen och universitetet i ett tredje rum. Frågeställningen utgår från hur ledare inom småbarnspedagogik beskriver samarbetet kring lärarstuderandes praktik vid universitetet. I fokus är lärarstuderandes praktik som avläggs genom olika modeller av samarbete vid daghem. Ett induktivt förhållningssätt genomsyrar studien. Studiens data består av 21 semistrukturerade intervjuer med ledare inom småbarnspedagogik. Intervjuerna har analyserats med hjälp av tematisk analys och fenomenet har sedan kopplats ihop med teorin om det tredje rummet (eng.: third space). Teorin lyfter fram att ny kunskap uppstår då lärarstuderande välkomnas in i verksamheten under sin praktik. Resultatet visar på två huvudteman: samarbete med universitet samt lärarstuderandes ingång i verksamheten. Ledarna vill ansluta sina daghem till universitetets nätverk för praktik och ser samarbete som metoder och stärka enheterna rent pedagogiskt. Ett genuint samarbete i det tredje rummet kräver att alla möts på lika grunder. I detta samarbete har universitetet en central roll genom att skapa mötesplatser för att synliggöra och förstärka samarbetet. ENGLISH ABSTRACT “ Teacher students come in with something new” – about collaboration between early childhood education and the university The purpose of this article is to increase understanding regarding cooperation between early childhood education and care (ECEC) and the university within the third space. The question is based on how leaders in ECEC describe the collaboration regarding student teacher practicum with the university. The focus is on student teachers’ practicum, which is completed through different models of collaboration at ECEC centres. The study’s data consists of 21 semi-structured interviews with leaders in ECEC. The interviews have been analysed through thematic analysis and the phenomenon has then related to the theory of the third space. The theory highlights that new knowledge arises when student teachers are welcomed into the ECEC centres during their practicum. The results show two main themes: cooperation with universities and student teachers’ entry into ECEC centres. The leaders want to connect their ECEC centres to the university’s network for practicum and see collaboration as valuable for an exchange of knowledge. Through student teachers, opportunities are offered to bring in new pedagogical methods and strengthen the units pedagogically. In a collaboration within the third space, universities have a central role to create meeting places.

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Comparison of curriculum strategies for the prevention of child sexual abuse (CSA) in developing and developed countries

Gerda

2023

J. Obs. J. Pendidik. Anak Usia Dini

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This research is an integrative literature review regarding comparison of curriculum policies in preventing Child Sexual Abuse (CSA) in Developing and Developed Countries. This research focuses on the Child Sexual Abuse (CSA) prevention curriculum. Data collection was obtained from four different databases: Science Direct, SCOPUS, ERIC (Ebscohost) using six different search terms. A total of 77 publications were found. Based on school safety 2, child sexual abuse 19, school-based prevention 29, CSA prevention education 27 publications were included in the data analysis. The findings from this literature study are intended to provide new information to stakeholders in schools regarding the analysis of differences in the implementation of preventive policies by developed and developing countries. The literature study indicates that developed countries are more effective in implementing curriculum policies to prevent sexual violence against early childhood than developing countries, highlighting the influence of resource disparities.

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An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings

Cited by 3 publications

References 43 publications

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

Revolutionizing Moroccan Education with AI: A Path to Customized Learning

”Lärarstuderande kommer in med nytt” – om samarbete mellan småbarnspedagogik och universitet

Comparison of curriculum strategies for the prevention of child sexual abuse (CSA) in developing and developed countries

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