Can Pre-Academic Activities in Norway’s Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?

Zambrana, Imac Maria; Ogden, Terje; Zachrisson, Henrik Daae

doi:10.1080/00313831.2019.1577751

Cited by 7 publications

(4 citation statements)

References 68 publications

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“…In contrast, the framework plan has a child-directed approach and emphasizes free play, child participation, and their right to choose their activities, which might be important for the development of self-regulation ( Vygotsky, 1978 ; Center on the Developing Child at Harvard University, 2011 ; Engel et al, 2015 ). In spite of this, the Norwegian pedagogical approach may mainly benefit self-regulated children since a certain level of self-regulation is needed to engage in meaningful learning activities and play with other children without adult support ( Zambrana et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…Based on the pedagogical approach in the ECEC context and the earlier transition to formal schooling in the U. S. compared to Norway, there may be greater opportunities to practice self-regulation in the U.S. compared to Norway. This may be especially true for children who are low in self-regulation and who may benefit from structured activities prior to school entry ( Zambrana et al, 2020 ). Thus, it may be that each culture has different characteristics that help promote self-regulation.…”

Section: Introductionmentioning

confidence: 99%

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Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts

et al. 2020

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Self-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children’s later social, academic, and educational outcomes. However, children’s self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the child. The present study investigates whether children’s levels of self-regulation, as measured by the Head-Toes-Knees-Shoulders (HTKS) task, are the same in samples from Norway ( M age = 5.79; N = 243, 49.4% girls) and the United States (U.S.) ( M age = 5.65; N = 264, 50.8% girls) and whether the role of mother’s education level and child gender on children’s self-regulation differ across the two samples. Results showed that Norwegian and U.S. children had similar levels of self-regulation. Mother’s education level significantly predicted children’s self-regulation in the U.S. sample but not in the Norwegian sample, and this difference across samples was significant. Girls had a significantly higher level of self-regulation than boys in the Norwegian sample, but there were no gender differences in the U.S. sample. However, the effect of child gender on self-regulation did not differ significantly across the two samples. Results highlight the importance of cross-cultural studies of self-regulation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts

et al. 2020

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“…There is a trend towards a more structured and formal academic ECEC with new demands on children's attention, emotional responses and behaviours [9,10]. This tendency, however, has in some cases favoured teacher instructions and decreased children's play in ECEC 1360 Theories Supporting the Use of Puppets as Pedagogical Tool with Young Children [11,12].…”

Section: Integration Of Play and Academic Outcomes In Ececmentioning

confidence: 99%

Theories Supporting the Use of Puppets as Pedagogical Tool with Young Children

Råde¹

2021

ujer

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Puppets as pedagogical tools with young children have a long tradition in therapy and healthcare, but the tradition and practice in ECEC (Early Childhood Education and Care) have decreased in recent years. The academic learning outcomes of ECEC require a clearer connection to researching the professional practice. If puppets are to be introduced as functional pedagogical tools, it is important to find theoretical support for their use. This study is a systematic review of 37 research articles concerning the pedagogical use of puppets with young children, focusing on the theoretical relationship. The review reveals four theoretical perspectives, constructivism, psychology, sociology and art. The finding of the two most common perspectives, constructivism and psychology is not surprising but does give some new insights into relevant and functional terms and approaches. Perezhivanie is an example of a relevant term from Vygotsky to understand the pedagogical use of puppets. A bit surprising was the finding of Corsaro in the perspective of sociology, and an insight here is that also this theory and concept can be useful when puppets are used to teach children social behaviour. More surprising is that the art perspective includes few articles. However, the foundation of theoretical support in art, narrative pedagogy, seems highly relevant and worthy of development.

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“…However, Goswami (2015) indicates that partially focused activities result in partial outcomes. Zambrana et al (2020) believe that the effect of targeted structured activities is (relatively) weak and is limited to primary education.…”

Section: Introductionmentioning

confidence: 99%

Documenting the development and achievements of early and preschool children: Different curricular approaches

Visković,

Zeleničić

2024

J Child Edu Soc

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The public education policy of an individual country determines, among other things, the ways of documenting the educational process and children’s outcomes. This paper explores the opinion of preschool teachers about documenting children’s development. The sample included preschool teachers from two systems, or two different curricular approaches. One exists in the Republic of Croatia (curriculum based on the competence framework) and other in Bosnia and Herzegovina (curriculum based on normative outcomes). The measuring instrument Questionnaire of Preschool Teachers’ Opinions on Monitoring the Psycho-physical Status of Children (α= .847), was constructed for research purposes. The Questionnaire was based on relevant literature and insights into existing educational practices. On a dichotomously structured 4-level scale, preschool teachers estimated that the most important purpose of documenting children’s development is the planning of developmental incentives (M=3.63; SD= 0.495). They agree that monitoring should be continuous throughout the entire academic year (M=3.53; SD= 0.666). Likewise, preschool teachers are less inclined to one-time assessments of a children’s psycho-physical status, considering “a testing” unlikely to provide a realistic image of their development (M=1.88; SD=0.797). No correlation was found between preschool teachers’ age, length of service, and level of education. Using the t-test of independent samples, a mild/weak, but statistically significant difference in the preschool teachers’ assessment between the subsamples was determined.

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Can Pre-Academic Activities in Norway’s Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?

Cited by 7 publications

References 68 publications

Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts

Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts

Theories Supporting the Use of Puppets as Pedagogical Tool with Young Children

Documenting the development and achievements of early and preschool children: Different curricular approaches

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