International Journal of Childhood Education

Student Homelessness, COVID-19, and Social-Emotional Strengths and Needs: A Case Study

Mark Pierce, Celestina Rogers — Tue, 05 Dec 2023 00:00:00 +0000

Research indicates that student high mobility can create stress and trauma, disrupting learning and dismantling relationships with peers, and teachers. Students who experience homelessness and high mobility (HHM) are faced with traumatic events that negatively impact their mental well-being and their academic performance. During the COVID-19 pandemic, experts predicted that students would be returning to school having experienced great losses, deaths in their families, broken connections with peers and adults, and other adverse experiences. This qualitative case study bounded by a collection of districts including a large southwestern city, found that schools were unprepared for the switch to distance learning and that teachers lacked the training to deal with the social and emotional needs of children. I observed these districts through three phases of COVID-19 and assessed how Social and Emotional Learning practices were being delivered during the pandemic.

Learning Outcomes and Social Emotional Competences: A Cross-Feeding Relationship to Promote Meaningful Learning Experiences

Tue, 05 Dec 2023 00:00:00 +0000

Since the beginning of the employment of Learning Outcomes (LO), the educational field has been marked by significant changes. This approach, by being deliberately learner-oriented, influenced several knowledge fields to promote relevant shifts in different levels of educational programs offered by prominent institutions. Parallelly, the last decades have been characterized by an increasing concern with the development of Social Emotional Competences (SEC) in educational contexts. In this complex scenario, the main aim of this article is to reflect on the relevance of teachers’ social emotional competences in the construction of a healthy learning environment that equally embraces students with different social and cultural backgrounds. Thereby, the current work presents two specific aims: 1) to review the literature that discusses the connections between education and social emotional learning; and 2) to discuss the relevance of cultural identities and SEC for LO in an increasingly intercultural world. To achieve these objectives, the Qualitative Document Analysis’ methodology was employed to identify, examine and select the scientific sources to support the knowledge development which background the proposed discussions. Considering the intrinsic link between cultural identity and learning outcomes, this article defends the development of educators’ social emotional competences as a pathway to provide not only the best educational experiences for students with different cultural backgrounds but also to contribute to the construction of equitable societies by fostering the development of students’ intercultural competences.

An Investigation of Practical Skills Competencies of Early Childhood Care and Education Programmes

Annie Kirsten, Diana — Tue, 05 Dec 2023 00:00:00 +0000

Childhood Development training does not guarantee quality provisioning in ECD centres for several reasons: a lack of proficient instruction during training; a lack of support to help assist the students with work; a lack of knowledge; and a lack of follow-up support after the training is complete to ensure constant implementation. That is why it is necessary to educate practitioners and to continuously supervise their progress to ensure that they implement the appropriate activities relevant to their daily programmes for children to reach their full potential. This study considers the perceptions of five ECCE practitioners based in Gauteng who completed a Higher Certificate in Early Childhood Care and Education (ECCE) programme at a Private Higher Education Institution (PHEI) in South Africa. The study will focus on Health, Safety and Nutrition, which forms part of the ECCE programme. A qualitative research approach was utilized. Semi-structured interviews, observations, and document analysis through triangulation for this study were developed according to the criteria of the Experiential Learning Theory for the assessment of the themes from the study. A case study of narrative approach was used to explore reflections and authentic experiences the practitioners endure. This was executed to consider if the hands-on activities integrated into early learning programmes are sufficient for real-world applications. Furthermore, to ascertain the transition difficulty of newly graduated practitioners into ECD centres and to establish if the insights and skills training has equipped these practitioners for an ECD centre. The hands-on practical skills training competencies in early learning before entering an ECD centre as a practitioner will inform the development of future programmes as well as policy.

Exploring Headteachers' Struggles in Overseeing Kindergarten Education at Basic Schools: An In-Depth Study in Awutu Senya East Municipality

Tue, 05 Dec 2023 00:00:00 +0000

This study explored the the challenges facing headteachers in managing kindergarten schools in the Awutu Senya East Municipality. Using a descriptive survey design, a structured questionnaire was administered to 76 headteachers who were selected through census technique. A five-point Likert scale questionnaire was used to collect data from the respondents. Descriptive statistics (mean and standard deviation) were used to analyse the data obtained. The data highlighted several challenges facing headteachers in managing kindergarten level of basic schools, and these included large class size, inadequate teaching and learning resources, inadequate support from PTA and SMC, lack of professional training in supervision and management for headteachers, lack of co-operation among members of staff among others. It, therefore, recommended that the the Ministry of Education should ensure timely release of capitation grants to support the provision of the needed school resources and upgrade of teaching personnel. Also, there should be a liaison with corporate organisations who as part of the corporate social responsibility can attend to some pertinent needs of the school as identified in the various encountered challenges by headteachers.

Activating the Child’s Own Natural Desire to Learn: Educational Neuroscience and the Development of Meaningful Learning Experiences

Janice Darmanin, Angela Pulis — Tue, 05 Dec 2023 00:00:00 +0000

Educators are on a constant quest for the ideal environment that is conducive to learning. In fact, at times, educators still encounter challenges related to the understanding of a lack of child’s learning engagement or understanding of concepts presented to them, and the possible underlying reason for this. Many a time, educators resort to the assumption that the reason is that the student is intrinsically unmotivated or disinterested in learning. One area of study that could provide fresh knowledge in this regard is neuroscience. The design and configuration of the brain commence early in life and so learning opportunities offered in the early years of a child’s life could have profound effects on the architecture learning facility of the brain. Hence, this provides educators with the opportunity to reflect on their pedagogy to understand how this can be improved to better suit the needs of the child in relation to how their brain is developing. The research presented in this paper provides educators with a clear picture on how their pedagogy can be improved to give the brain what it needs to prevent children from becoming disenchanted and disengaged in their learning environment. This paper combines two perspectives: desk research offering an understanding of brain plasticity and the biochemical interactions which connect learning and fun, and a narrative inquiry focused on delineating the connection between educational neuroscience and the development of purposeful learning experiences for young students.

Digital Tools for the Correct Use of the Slovenian Language in Mathematic Classes in Secondary Vocational School

Alenka Trpin — Tue, 05 Dec 2023 00:00:00 +0000

Electronic grammar and spelling-checking tools can be valuable for improving language skills in both spoken and written communication. These tools, such as Language Tool and Editor in Word, offer grammar and spelling suggestions for correction, while applications such as InstaText or Grammarly can analyse word usage and sentence structure in a particular language, such as English. The aim of this article is to explore useful tools available to Slovenian students to improve their writing skills. It examines the tools that students use to improve their writing and the extent to which they use modern technology to do so. The present study is based on triangulation and survey. The research was carried out at the Secondary Vocational and Technical School of Mechanical Engineering, where the author teaches mathematics. A total of 57 students responded to the survey. We found that students know about online portals for text improvement, but they don't use them. A few of them know about and use word editors. The reasons for this vary, including limited awareness of the usefulness of the tool, lack of motivation, or the understanding that these tools are tools rather than substitutes for developing writing skills. To address this issue, it is crucial to raise students' awareness of how electronic tools can help to improve grammar and writing skills. Encouraging their use during the learning process is essential. However, it is equally important to emphasise the importance of regular writing practice and learning from mistakes as essential components of skill development.

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

Olga Samsonova — Tue, 05 Dec 2023 00:00:00 +0000

The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

Examining Studio-Based Art Practices as a Means of Fostering Critical Thinking Skills in Young Learners

FRANCIS ANKYIAH, Frederick Bamfo — Tue, 05 Dec 2023 00:00:00 +0000

This study examines how studio-based art practices, such as drawing, painting and sculpture, can be used to foster critical thinking skills in elementary and middle school students. Studio art engages students in hands-on creative problem solving and experimentation. A review of literature on critical thinking skills, visual arts education, and cognitive development in children was conducted. Case studies of art programs that incorporate discussion and reflection were also examined. The research suggests that open-ended art projects that promote student autonomy and require making decisions can boost skills like analysis, interpretation, evaluation and creative problem solving. When combined with self-reflection and group critique, studio art may enhance perspective taking, reasoning ability and abstract thought in young learners. When implemented intentionally to cultivate questioning, exploration and meaning making, studio-based visual art practices show potential as a tool for nurturing critical thinking during foundational school years. Further research is still needed to systematically measure critical thinking outcomes of arts-integrated approaches versus traditional instruction alone. Educators and administrators should consider how critical thinking concepts can be made explicit within art curriculum and instruction in order to leverage the cognitive benefits of studio practice for overall student development.