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[𝗢𝗽𝗲𝗻 𝗔𝗰𝗰𝗲𝘀𝘀 𝗔𝗿𝘁𝗶𝗰𝗹𝗲 𝗛𝗶𝗴𝗵𝗹𝗶𝗴𝗵𝘁 🌟] 𝐅𝐫𝐨𝐦 𝐏𝐫𝐞-𝐒𝐞𝐫𝐯𝐢𝐜𝐞 𝐏𝐫𝐞𝐩𝐚𝐫𝐚𝐭𝐢𝐨𝐧 𝐭𝐨 𝐏𝐫𝐨𝐟𝐞𝐬𝐬𝐢𝐨𝐧𝐚𝐥 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭: 𝐄𝐚𝐫𝐥𝐲 𝐂𝐡𝐢𝐥𝐝𝐡𝐨𝐨𝐝 𝐓𝐞𝐚𝐜𝐡𝐞𝐫𝐬’ 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐄𝐱𝐩𝐞𝐫𝐢𝐞𝐧𝐜𝐞𝐬, 𝐄𝐂𝐄 𝐐𝐮𝐚𝐥𝐢𝐭𝐲, 𝐚𝐧𝐝 𝐂𝐡𝐢𝐥𝐝 𝐃𝐞𝐯𝐞𝐥𝐨𝐩𝐦𝐞𝐧𝐭 𝐢𝐧 𝐂𝐡𝐢𝐧𝐚 (Early Education and Development, 2024) Yang Yi Department of Education Studies HKBU Faculty of Social Sciences 香港浸會大學社會科學院 𝗔𝗯𝘀𝘁𝗿𝗮𝗰𝘁: Research Findings: This study examined the associations between early childhood education (ECE) teachers’ pre-service education (PE), professional development (PD) experiences, ECE quality, and child development. The participants included 52 teachers and 706 children from 52 preschool classes in Shanghai and Guizhou. Teacher educational level was associated with classroom interaction quality. The frequency and diversity of PD activities that ECE teachers experienced in the past year were also related to overall ECE quality. Mediational analyses indicated that the diversity and frequency of PD were indirectly associated with child development through ECE quality. Region of residence moderated the associations between PE and child development and between ECE quality and child development. Practice or Policy: Together, the findings highlight the need for policy to support ECE teachers’ professional learning from pre-service education to ongoing professional development. https://lnkd.in/g56wUKvg ⭐ 𝗠𝗮𝗱𝗲 𝗢𝗽𝗲𝗻 𝗔𝗰𝗰𝗲𝘀𝘀 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝘁𝗵𝗲 𝗟𝗶𝗯𝗿𝗮𝗿𝘆’𝘀 𝗢𝗔 𝗣𝘂𝗯𝗹𝗶𝘀𝗵𝗶𝗻𝗴 𝗔𝗴𝗿𝗲𝗲𝗺𝗲𝗻𝘁 Learn about our OA Agreements: https://bit.ly/hkbuOA #education #research #article #ECE #teacher #preservice #childhood #child #development #Shanghai #Guizhou #professional #children #socialscience #hkbu #library #openaccess

KIndergarten offer in Beijing

10-15% of children in schools exhibit challenging behaviors This can impact their peers and classroom dynamics. As parents and preschool educators, we often face the challenge of managing difficult behaviours that impact the class. Our approach depends on the child’s age and the specific issues they’re dealing with. Behavioural issues sometimes only surface in group settings, making them tricky to identify. We start by closely observing the child to understand their behaviour. We also engage with parents and family members to learn more about the child’s environment. For instance, at Singapore International Preparatory School, Ahmedabad if a child uses foul language, we investigate where it's coming from—family, peers, or media. We don’t isolate or cut off the child from the group. Instead, we arrange one-on-one meetings with family members to address the issue and find its source. Our goal is to resolve the problem without making the child feel inferior, ensuring they feel supported and understood. By providing the child empathy and a safe space we address issues constructively, we foster a supportive environment where every child can thrive.

🚨NEW RESEARCH 🚨 A study of over 1000 preschoolers in Thailand found that children (age 4-5 years old) with screen use over 1 hour a day scored worse on an executive function test than those with less screen time. Researchers found that the group of children with the most screen time did more poorly on every part of the Executive Function-Preschool Test (BRIEF- PT). They also had more difficulties and fewer strengths on a Strengths and Difficulties Questionnaire. Read the full study ➡️ https://lnkd.in/gR9YUK36

"Survey Reveals Parental Opinions on Japanese Junior High Schools" A survey conducted in Japan gathered parents' opinions regarding junior high schools. The results indicated a mixed level of satisfaction among the parents: 60.5% expressed moderate satisfaction, while only 11.5% were highly satisfied. Conversely, 28.3% of parents reported feeling somewhat to completely dissatisfied. Concerns raised by parents primarily revolved around the scarcity of time and the perceived quality of education. Some parents proposed reintroducing Saturday classes, while others considered supplementary education through cram schools. The survey, which encompassed feedback from 1,005 parents, revealed varied preferences in teaching methods. About 20.5% of parents appreciated the way specific subjects were taught. A slightly lower percentage, 19.4%, favored teaching that emphasized academic skills. However, only 12.4% were in favor of regular exam-centered assessments, and 11.9% expressed dissatisfaction with teaching based on basic academic skills. When discussing their children's future, parents emphasized the importance of communication skills and a well-rounded education. However, fewer parents saw proficiency in computer use, research skills, and analytical ability as critical. These insights reflect the diverse opinions of Japanese parents on the state and priorities of junior high school education. #japanjuniorhigh #parentalfeedbackeducation #schoolingsatisfaction #academicpriorities #futureeducationconcerns

The thought of such a concept of learning excited me. I wish to start my learning process again. What is your take on this video.

The learning environment is as important as the knowledge to be acquired.

A lesson we can all think about in how we learn and live. Taking risks, exploring and living without limits may be a key the key to growth. What do you think? #limitingbeliefs #lessonsinleadership #takingrisks

Time is ripe for schools and educators to move from closed-door confined teaching spaces to free spaces. Borrowing from Herbert Hoover's words "Freedom is the open window through which pours the sunlight of the human spirit and human dignity" I believe that; Free open teaching spaces are the windows through which pours the innate curiousity that drives students- young and old to effortlessly get to the apex of their academic, social, emotional and intellectual potential. #freelearningspaces #openlearningspaces #freeourminds