Early Childhood Education

Epigenetic mechanism mediating the impact of child adversity on life-long adverse behavior

by Andrés Ginestet

Although epidemiological data provide evidence that early life experience plays a critical role in human development,... more Although epidemiological data provide evidence that early life experience plays a critical role in human development, the mechanism of how this works remains in question. Recent data from human and animal literature suggest that epigenetic changes, such as DNA methylation, are involved not only in cellular differentiation, but also in the modulation of genome function in response to early life experience affecting gene
function and the phenotype. Such modulations may serve as a mechanism for life-long genome adaptation.
These changes seem to be widely distributed across the genome and to involve central and peripheral systems. Examining the environmental circumstances associated with the onset and reversal of DNA methylation will be critical for understanding risk and resiliency.

Necesidades, retos y propuestas de acción para la formación permanente del profesorado de educación infantil (2007)

by Xavier Úcar

Úcar, X.; Belvís, E.; Pineda, P.; Moreno, M.V. (2007) “Necesidades, retos y propuestas de acción para la formación permanente del profesorado de educación infantil”. Revista Iberoamericana de educación. Edición digital. Nº 44/4-10. Noviembre (ISNN: 1681-5653)

Appropriate curriculum for pre-primary education

by Sardar Anwaruddin

Ending the education lottery: why the government must extend the NDIS to schools

by Christopher Boyle

Published in 'The Conversation'

While funding a National Disability Insurance Scheme (NDIS) seems a laudable attempt by the Labor Government to... more While funding a National Disability Insurance Scheme (NDIS) seems a laudable attempt by the Labor Government to redress chronic inequality for a vulnerable group, an opportunity to link it to disability support in schools has been missed.

“Like a Motherless Child”: Racial Education at the New York African Free School and in My Bondage and My Freedom

by Anna Mae Duane

Nineteenth-­‐Century Natural Theology, Oxford Handbook of Natural Theology, Russell Re Manning (ed.), (Oxford: Oxford University Press, 2013).

by Matthew Daniel Eddy

Natural theology came in different varieties during the nineteenth century. It functioned both as a way of seeing... more Natural theology came in different varieties during the nineteenth century. It functioned both as a way of seeing nature but also as a way of being in the world. This essay explores the intellectual and experiential facets of design arguments by focusing on who promoted them and, just as important, why they appealed to so many people on a daily basis. In short, we learn that natural theology was a way of knowing and doing. The essay is structured around three kinds of natural theologians: philosophers and theologians, savants and scientists, priests and pedagogues. Whilst I take care to address well-known names like William Paley and Charles Darwin and classical disciplines like physics and theology, my larger aim is to show the appeal of design to middle class readers and authors (especially women) and to the founders of the emerging human sciences like biomedicine and evolutionary anthropology.

Latino School Concentration and Academic Performance among Latino Children*

by Joshua Klugman

Jennifer C. Lee is primary author.  Resubmitted to Social Science Quarterly.

Objective: To examine the effects of the concentration of Latino students in elementary schools on Latino first... more Objective: To examine the effects of the concentration of Latino students in elementary schools on Latino first graders’ test scores, and to determine if the effects vary by children’s nativity status.
Methods: We use generalized estimating equations (GEE) on a sample of Latino first graders from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 (ECLS-K). 
Results: For math and reading, Latino concentration in schools’ improves students’ first grade test scores for Latino children of immigrant parents, but it has no effect for Latino children of U.S.-born parents.  For general knowledge test scores, Latino concentration has no effect for children of immigrant parents and has a deleterious impact on the scores of children of U.S.-born parents.  We also show no effect of Latino concentration on the scores of white children of U.S.-born parents.
Conclusions:  The results suggest that Latino concentration in elementary schools promotes educational outcomes for children from Latino immigrant families, but Latino families headed by U.S.-born parents do not benefit from co-ethnic concentration, which is in accordance with expectations derived from assimilation theories.   

School Co-ethnicity and Hispanic Parental Involvement

by Joshua Klugman

Co-authored with Jennifer C. Lee.  Forthcoming in Social Science Research.

Scholars of immigration disagree about the role ethnic communities play in immigrant families’ engagement in... more Scholars of immigration disagree about the role ethnic communities play in immigrant families’ engagement in educational institutions.  While some researchers argue that the concentration of disadvantaged ethnic groups may prevent meaningful engagement with schools, others argue that ethnic communities can possess resources that help immigrant families be involved in their children’s schooling.  In this study we use a nationally representative dataset of Hispanic children from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K) to determine if the relative size of the Hispanic population in the school affects levels of their parents’ involvement in their education, as well as parents’ perceptions of barriers to their involvement.  Our results suggest that a large Hispanic presence in a child’s school can help increase immigrant Hispanic parents’ involvement in their children’s schooling, but there are no benefits for U.S.-born Hispanic parents, indicating that ethnic communities help immigrant families acculturate to American institutions.

Developmental expectations of preschoolers by Indonesian, Malaysian and Singaporean urban mothers.

by Airil Haimi Mohd Adnan

(2012) - refereed proceedings.
Co-authored with Nurulhayati Ilias.

Second International Congress of Interdisciplinary Research and Development (INRIT) / May 31st to June 1st, 2012, Bangkok, THAILAND.

Zaranis, N., & Kalogiannakis, M. (2012). The Use of ICT in Preschool Education for Science Teaching with the Van Hiele theory, In S. Divjak (ed.) Proceedings of the 8th International Conference on Hands-on Science, Ljubljana, 15-17 September 2011, 219-225 (e-book available: http://www.mptl-hsci.si).

by Michail Kalogiannakis

This research reveals ICT uses in Greek preschool education and explores this use of ICT based on van Hiele model for... more This research reveals ICT uses in Greek preschool education and explores this use of ICT based on van Hiele model for science education. In this study, we use mathematical (Early Numeracy Test - ENT) and natural tests to explore the use of ICT in preschool classroom for teaching basic mathematical and natural science concepts. The ENT is a task orientated test which attends to measure the level of early mathematical
competence developed for Kindergarten. Pupils in the control group received only the traditional science instruction about a variety of topics concerning main natural science phenomena and mathematical concepts. Pupils in the experimental group received only the science instruction based on van Hiele model with the use of ICT for the same natural scientific phenomena and mathematical concepts. Both the experimental and the control groups consisted of classes from the same participating schools. Our research is in progress and the first indicative results show that teaching and learning through ICT is an interactive process for children at preschool level and has a positive effect for science education. We argue that a change is necessary so as an innovative teaching method can be successful, not only concerning materials, but also concerning approaches and beliefs.

Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2012). Students’ acceptance of a learning management system for teaching sciences in secondary education. In C. Bruguière, A. Tiberghien & P. Clément (Eds). Proceedings of the ESERA 2011 Conference. Science learning and Citizenship, Part 4: ICT and other resources for teaching/learning science (P. Marzin & J. Lavonen Co-editors for Part 4), 70-76, 5-9 September 2011, Lyon-France (e-book available: http://lsg.ucy.ac.cy/esera/index.html)

by Michail Kalogiannakis

Learning does not take place only in the classroom. E-learning is a way of learning supported by Information... more Learning does not take place only in the classroom. E-learning is a way of learning supported by Information Communication Technologies (ICT) that makes possible to deliver education and training to anyone, anytime and anywhere. Our work describes the implementation of on-line learning in the area of secondary education for teaching Natural Sciences in Greece. Moodle is used for the creation of the virtual classroom. Asynchronous and synchronous communication is tried especially among the students as well as between students and the instructor aiming at cooperative learning. E-learning tools and strategies were adopted. The positive attitude that is observed towards the model of blended learning and the Learning Management System (LMS) Moodle, do not appear to have high cross-correlation with the use and intention of use. This fact is also verified by the system’s log files of students’ participation in the attendance of internet courses and by the final acceptance questionnaire.

Kalogiannakis, M., & Zaranis, N. (2012). Preschool science education with the use of ICT: a case study, In C. Bruguière, A. Tiberghien & P. Clément (Eds). Proceedings of the ESERA 2011 Conference. Science learning and Citizenship, Part 4: ICT and other resources for teaching/learning science (P. Marzin & J. Lavonen Co-editors for Part 4), 56-62, 5-9 September 2011, Lyon-France (e-book available: http://lsg.ucy.ac.cy/esera/index.html)

by Michail Kalogiannakis

In recent years we have become increasingly aware of the need for people to understand the nature of science in order... more In recent years we have become increasingly aware of the need for people to understand the nature of science in order to make decisions posed by new developments in both science and technology. This case study is part of a wider research project concerning the use of Information and Communication Technologies (ICT) for teaching main natural science’s concepts and mathematics in early year’s classroom. The integration of ICT into preschool education has become a high priority for everybody involved in the learning process. The Early Numeracy Test was given to pupils, classroom observations were arranged and semi-structured interviews with young children were conducted in 18 preschool classes in Crete. Pupils in the control group received only the traditional science instruction about variety topics of physics and mathematics. Pupils in the experimental group received only the science instruction with the use of ICT for the same topics. Both the experimental and the control groups consisted of classes from the same participating schools. The incorporation of ICT in early year’s classes in Greece should be considered as a means of an obligatory modernization of learning and teaching methods. Our research is in progress and the first indicative results show that teaching and learning through ICT is an interactive process for children at preschool level and has a positive effect for science education.

Kalogiannakis, M., Rekoumi, Ch., & Chatzipapas C. (2011). Preschool education and geology in the framework of environmental education: a didactic proposal, In K. Plakitsi (ed.) Sociocognitive and Sociocultural Approaches to Science in Early Childhood, 224-235, Athens: Patakis (in Greek).

by Michail Kalogiannakis

Greece is a country with a wide variety of geological formations that make up the rich geodiversity and determine the... more Greece is a country with a wide variety of geological formations that make up the rich geodiversity and determine the value of its geological heritage. The environmental education raises as a result of retraining courses dealing with objects of various sciences. Scientific knowledge is used globally for the holistic approach to environmental problems. As part of this research by studying the literature of this field we present a proposal for the use of geology, by teaching through respective myths in kindergarten under the scope of environmental education. In Greek mythology there is a strong presence of geological phenomena such as earthquakes, volcanoes, hot springs, whose interpretation was given in a supernatural way. The interpretations of geological phenomena were enriched with social elements of that era and became myths, where dominated the primitive belief that the nature is governed by spontaneous and capricious deities that caν use them.
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Καλογιαννάκης, Μ., Ρεκούμη, Χ., & Χατζηπαπάς, Κ. (2011). Προσχολική εκπαίδευση και Γεωλογία στα πλαίσια της περιβαλλοντικής εκπαίδευσης: μια διδακτική πρόταση, στο Κ. Πλακίτση (επιμ.) Κοινωνιογνωστικές και κοινωνικοπολιτισμικές προσεγγίσεις στη διδακτική των φυσικών επιστημών στην προσχολική και πρώτη σχολική ηλικία, 224-235, Αθήνα: Πατάκης.

Η Ελλάδα είναι μια χώρα με μεγάλη ποικιλία γεωλογικών σχηματισμών, οι οποίοι συνθέτουν την πλούσια γεωποικιλότητά της και προσδιορίζουν την αξία της γεωλογικής κληρονομιάς της. Η περιβαλλοντική εκπαίδευση προβάλλει ως το αποτέλεσμα του επαναπροσανατολισμού των μαθημάτων που ασχολούνται με αντικείμενα διαφόρων επιστημών. Η επιστημονική γνώση χρησιμοποιείται συνολικά για τη σφαιρική προσέγγιση των περιβαλλοντικών προβλημάτων. Στην παρούσα έρευνα, μέσα από τη μελέτη της σχετικής βιβλιογραφίας του πεδίου, παρουσιάζουμε μια διδακτική πρόταση για τη χρήση της γεωλογίας, μέσω της διδασκαλίας των αντίστοιχων μύθων, στο νηπιαγωγείο στο πλαίσιο της περιβαλλοντικής εκπαίδευσης. Στην ελληνική μυθολογία είναι έντονη η παρουσία γεωλογικών φαινομένων όπως οι σεισμοί, τα ηφαίστεια, οι θερμές πηγές, των οποίων η ερμηνεία δινόταν με υπερφυσικό τρόπο. Οι ερμηνείες αυτές εμπλουτισμένες με κοινωνικά στοιχεία της εποχής αποτέλεσαν τους μύθους, μέσα στους οποίους κυριαρχεί η πρωτόγονη πεποίθηση ότι τη φύση κυβερνούν αυθόρμητες και ιδιότροπες θεότητες που προκαλούν τα διάφορα γεωλογικά φαινόμενα.

Kalogiannakis, M., Rekoumi, Ch., Antipa, E., & Poullou, V. (2011). Natural Sciences and Environmental Education: a didactic proposal for early childhood based on the use of geological concepts and myths, In Ε. Sinodi & M. Ambarjaki (eds.) Preschool education curricula: Pedagogical Approaches and educational policy, 235-254, Athens: Pedio (in Greek).

by Michail Kalogiannakis

In the framework of the present research the ideas of the students of preschool age about the earthquakes and the... more In the framework of the present research the ideas of the students of preschool age about the earthquakes and the volcanoes are being investigated and as a first instructive approach it is being attempted through the Greek and world mythology. Fundamental objectives of this instructive proposal constitute the sensitization of infants regarding the geological phenomena of earthquakes and volcanoes and a first approach in their mechanisms of creation, the protection from the potential dangers that emanate from the following phenomena as well as the acquaintance with the Greek and world mythology. In this chapter we are presenting in detail the planning and the concretization of instructive intervention that was based on a project activity. The proposed activities began with the narration of Greek myths that are related with the above geological terms. Afterwards innovative techniques were developed with the inclusion of experienced perceptions into activities of theatrical laboratory and painting as well as laboratorial observation. After the conclusion of instructive intervention important differentiation was realized in the ideas of infants towards the scientifically acceptable direction of geological phenomena. Generally, the present instructive proposal showed that the geological phenomena can be approached to a satisfactory degree in the preschool education so infants can comprehend phenomena that are connected with the history of earth simultaneously acquiring environmental sensitivity.
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Καλογιαννάκης, M., Ρεκούμη, Χ., Αντύπα, Αικ. & Πούλλου, Β. (2011). Φυσικές Επιστήμες και Περιβαλλοντική Εκπαίδευση: μια διδακτική πρόταση για την προσχολική εκπαίδευση βασισμένη στη χρήση γεωλογικών εννοιών και μύθων, Στο Ε. Συνώδη & M. Αμπαρτζάκη (επιμ.). Προγράμματα Προσχολικής Εκπαίδευσης. Θεωρία και Πράξη, 235-254, Αθήνα: Πεδίο.

Στα πλαίσια της παρούσας έρευνας διερευνώνται οι ιδέες των μαθητών προσχολικής ηλικίας για τους σεισμούς και τα ηφαίστεια και επιχειρείται μια πρώτη διδακτική προσέγγιση μέσα από την ελληνική και παγκόσμια μυθολογία. Βασικοί στόχοι της διδακτικής πρότασης αποτελούν η ευαισθητοποίηση των νηπίων σε σχέση με τα γεωλογικά φαινόμενα των σεισμών και των ηφαιστείων και μια πρώτη προσέγγιση στους μηχανισμούς δημιουργίας τους, η προστασία από τους ενδεχόμενους κινδύνους που προέρχονται από τα παραπάνω φαινόμενα καθώς και η γνωριμία με την ελληνική και παγκόσμια μυθολογία. Στο κεφάλαιο αυτό παρουσιάζεται αναλυτικά ο σχεδιασμός και η υλοποίηση της διδακτικής παρέμβασης που βασίστηκε σ’ ένα σχέδιο εργασίας. Οι προτεινόμενες δραστηριότητες ξεκίνησαν με τη διήγηση ελληνικών μύθων που σχετίζονται με τις παραπάνω γεωλογικές έννοιες. Στη συνέχεια αναπτύχθηκαν τεχνικές καινοτόμου χαρακτήρα με την ένταξη των βιωματικών αντιλήψεων σε δραστηριότητες θεατρικού εργαστηρίου και ζωγραφικής καθώς και εργαστηριακής παρατήρησης. Μετά την ολοκλήρωση της διδακτικής παρέμβασης διαπιστώθηκε σημαντική διαφοροποίηση των ιδεών των νηπίων προς την επιστημονικά αποδεκτή κατεύθυνση των γεωλογικών φαινομένων. Γενικότερα, η παρούσα διδακτική πρόταση έδειξε ότι τα γεωλογικά φαινόμενα μπορούν να προσεγγιστούν σε ικανοποιητικό βαθμό στην προσχολική εκπαίδευση και τα νήπια να κατανοήσουν φαινόμενα που συνδέονται με την ιστορία της γης αποκτώντας ταυτόχρονα περιβαλλοντική ευαισθησία.

Kalogiannakis, M. (2009). Didactic of Natural Sciences in the Preschool Education: an overview of the field, Kinitro, 10, 33-52 (in Greek).

by Michail Kalogiannakis

Nowadays, there is a growing interest in the introduction of Natural Sciences into all levels of education,... more Nowadays, there is a growing interest in the introduction of Natural Sciences into all levels of education, particularly in early childhood education where it is considered feasible because a range of teaching strategies have been developed that makes possible the transformation of scientific teaching models in conceptual models of precursor Natural Sciences. The teaching of science in early childhood education is a subject which is different from the science of adults and contains information from scientific concepts, procedures and attitudes. This article provides an overview of the scope of the Natural Sciences teaching in early childhood education with an emphasis on the experiential representations of students for Natural Sciences, the kindergarten teachers and Natural Sciences’ teaching and curricula for teaching Natural Sciences in kindergarten.
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Καλογιαννάκης, Μ. (2009). Διδακτική των Φυσικών Επιστημών στην Προσχολική Εκπαίδευση: μια επισκόπηση του πεδίου, Κίνητρο, 10, 33-52.

Στις μέρες μας, εμφανίζεται ένα συνεχώς αυξανόμενο ενδιαφέρον για τη εισαγωγή των Φυσικών Επιστημών σ’ όλες τις βαθμίδες της εκπαίδευσης και ιδιαίτερα στην προσχολική εκπαίδευση όπου θεωρείται υλοποιήσιμη διότι έχουν αναπτυχθεί πλέον μια σειρά διδακτικών στρατηγικών που καθιστούν εφικτό το διδακτικό μετασχηματισμό επιστημονικών μοντέλων σε πρόδρομα εννοιολογικά μοντέλα Φυσικών Επιστημών. Η διδακτική των Φυσικών Επιστημών στην προσχολική εκπαίδευση αποτελεί ένα διδακτικό αντικείμενο το οποίο διαφέρει από την επιστήμη των ενηλίκων και περιέχει στοιχεία από τις επιστημονικές έννοιες, τις διαδικασίες και τις στάσεις. Το παρόν άρθρο αποτελεί μια επισκόπηση του πεδίου της διδακτικής των Φυσικών Επιστημών στην προσχολική εκπαίδευση με έμφαση στις βιωματικές αναπαραστάσεις των μαθητών για τις Φυσικές Επιστήμες, τους νηπιαγωγούς και τη διδασκαλία των Φυσικών Επιστημών, καθώς και τα αναλυτικά προγράμματα για τη διδασκαλία των Φυσικών Επιστημών στο Νηπιαγωγείο.

Young children and Gaelic: a language policy perspective

by Wilson McLeod

Reflections on current practices in Gaelic-medium preschools in Scotland and the further developments needed to ensure... more Reflections on current practices in Gaelic-medium preschools in Scotland and the further developments needed to ensure that children attending Gaelic-medium settings have high quality
preschool and Gaelic language learning experiences.

Young children learning in Gaelic: investigating children's learning experiences in Gaelic-medium preschool

by Wilson McLeod

Co-authored with Christine Stephen and Joanna McPake.

Gaelic-medium (GM) education is an important part of current efforts to revitalise the language in Scotland. Beginning... more Gaelic-medium (GM) education is an important part of current efforts to revitalise the language in Scotland. Beginning Gaelic-medium education in preschool is seen as a crucial entry point, enhancing the numbers entering GM primary education and facilitating transition to the school learning environment. However, it is essential that GM preschool is of high quality. Government-funded provision is expected to offer children the same learning
opportunities as their peers who attend English-medium
settings. Meeting these expectations is challenging because most children enter Gaelic-medium preschool from English-speaking homes so that the nursery or playgroup is their only exposure to Gaelic. Our earlier study mapped the range and extent of Gaelic-medium early education and childcare provision but in the research
reported here our focus was on what happens within settings, the children’s activities in the playroom and the ways in which practitioners help them to learn Gaelic, as well as ensuring that national expectations about curriculum and learning outcomes are met.

Cultural work on the kindergarten playground: Articulating the ground of play

by Martin Packer

CUDDLE AND READ

by Nigel Mellor

Visit website
https://sites.google.com/site/nigelsbitsandbobs/Home/cuddle-and-read

This approach tackles reading problems by addressing difficulties in the parent-child interaction. The material was origianlly for psychologists, but could be easily adapted for teachers. Colleagues are invited to adapt the materials and run their own small scale research projects on this approach.

‘Recognising and responding to child maltreatment’

by Lorraine Radford

co-authored with Gilbert, R. Kemp, A. Thoburn, J. Sidebotham, P.  Glaser, D. Macmillan, H.