Problems faced by preschool school teachers while implementing a curriculum: A comparison between ECCE trained and Non ECCE trained teachers.
Research Question- What are the problems faced by preschool teachers while implementing a curriculum? Is there any significant difference between the level of difficulty faced by ECCE trained and Non ECCE trained teachers?
Introduction- The teacher’s role is very crucial in the implementation of a preschool classroom. While some factors facilitate or hinder the curriculum implementation, the key role of implementation is played by the staff.
Importance- This study will further help us understand the difficulties the preschool teachers face while implementing a curriculum. The study also helps us identify the reasons teachers
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The difference between the difficulties faced by the teachers based on the education level and the preservice trained received.
3. Does the experience of the teachers make much of a difference.
Objectives-
1. To find out the various difficulties faced by the teachers while implementing a curriculum.
2. To know if the ECCE trained teachers face less difficulties compared to the Non ECCE trained teachers
Methodology-
Locale- Mumbai- This study will be conducted in the preschools from Mumbai.
Research Method- For this study, exploratory method of research will be used.
Tool- The used in the study would be questionnaire.
Sample- 200 preschool teachers
Sampling procedure- Purposive sampling
References
1. Ntumi,S. (2016) Challenges Pre-School Teachers Face in the Implementation of the Early Childhood Curriculum in the Cape Coast Metropolis. Journal of Education and Practice, 7(1), 54-62
2. Desimone, L, Payne,B, Fedoravicius,N , C. Henrich,C, Finn-Stevenson, M. (2004). Comprehensive School Reform: An Implementation Study of Preschool Programs in Elementary Schools. The Elementary School Journal, Vol. 104, No. 5 (May, 2004), pp. 369-389
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The writer supports the efforts of Peabody to establish a kindergarten for early childhood education. Without the motivation and drive to reform the current practices of American education, there is no telling how that would have affected today’s current kindergarten education. REFERENCE
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The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
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The important reason to makes a good and professional early childhood educator is to communicate with children and try to understand them. I did not have any working experience in kindergarten, but I have some experience of taking care of a child due to my mother is a babysitter. The child that my mother takes care is a boy and he’s autism. He is a child that sometimes like lives in his own world and sometimes he is also hyperactive. He likes to sing, dance and write.
Abstract As early childhood educators, we the teachers have differing philosophies and approaches to education of our own. There are many different types of early childhood programs. Each program is unique in its philosophies, methods, and program goals. Every one of us early childhood educators is unique in our own way, which makes each early childhood program experience different and special to everyone involved.
Quality in the Early Years is based on the respected educational goals and practice of the cultural communities making up a society. A definition of quality in the early years differs by the perspectives of each of the settings stakeholders (Huntsman, 2008). It comprises of a range of things that change between and depends entirely on the needs of each individual. Today in Ireland early year’s educators in settings throughout the country are increasingly more challenged to provide quality services that meet both the requirements and expectations of each child attending their settings and also their families (CECDE, 2006). Early Childhood Education and Care (ECEC) has in many countries become a policy priority.
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Education, 135(3), 328-336. Harvard University Center on the Developing Child (2009) Five Numbers to Remember about Early Childhood Development, Developing Child, Harvard University, as retrieved from http://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/ Hirokazu, Y., Weiland, C., & Brooks-Gunn, J. (2016). When Does Preschool Matter?. Future Of Children, 26(2), 21-35.
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