Prepare for Service Improvement in Children's Education
Abstract
Every human child begins their education from within the family because there is no one in this world who is not born into a family. Long before there was a formal educational institution called a school, the family had existed as an institution that played an important role in serving children's education, namely as the laying of the main foundation. Starting from the family each child learns many things, starting from how to interact with others, expressing opinions, how to behave, to how to embrace certain values as principles in living life. Additionally, broadly speaking, among scientists, especially observers of children's and family education, both at the local, national, and world level, strongly emphasizes their attention on preschooll children's education, especially when still in the care, and guidance of parents. They are, because of the patterns of life and tolerance exemplified by their family environment are the most decisive for children's education at the beginning of their social life with citizens and their environment. This paper introduces various articles which are grouped in thematic issues about preparing for improved services in children's education, and aspects that influence the success of education from an early age. In it presents an overview of various problem, and research work that is recognized in the field of child education services, as a material for deep reflection on complex problems in the world of child education
Keywords
Full Text:
PDFReferences
David Elkind, (2001). Young Einsteins: much too early. Education Matters, 1(2), 9-15.
Deborah Lowe Vandell, (2004). Early Child Care: the Known and the Unknown. Merrill-Parlmer Quaterly, 50, 387-414.
Eleanor M. Thomas, (2006). Readiness to Learn at School Among five-year-old Children in Canada.
Elena Bodrova & Deborah J. Leong, (2007). Tools of the Maind: the Vygotskian Approach to Early Childhood Education. Columbus, Ohio: Merrill/Prentice Hall.
Elizabeth Puhn Pungello and Beth Kurtz-Costes, (1999). Why and how working women choose child care: a review with a focus on infancy. Development Review, 19(1), 31-96.
Elizabeth Votruba-Drzal, Rebekah Levine Coley & Lindsay Chase-Lansdale, (2004). Child Care and Low-income Children’s Development: for who is Child Most Important? Child Development, 75(1), 296-312.
Emanuel Kuno Beller, Marita Stahnke, Petra Butz, Walter Stahl & Holger Wessels, (1999). Two mesures of the quality of group care for infants and toddlers. European Journal of Psychology and Education, XI, 151-167.
G.J. Whitehurst, (2001). Young Einsteins: Much too Late. Education Matter, 1(2), 9, 16-21.
Helene Desrosiers, et Karine Tetreault, M. Boivin, (2012). Caracteristiques demographiques, socioeconomiques et residentielles des enfants vulnerables a letree a l ecole. Quebec, Quebec: Institut de la statistique du Quebec.
Jeffrey Capizzano, Gina Adams, (2003). Children in low-income Families are less likely to be in center-based child care. Snapshots of America’s Families, 3, 16.
Karen L. Bierman, Marcela M. Torres, Celene E. Domitrovich, Janet A. Welsh & Scott D. Gest, (2009). Behavioral and Cognitive Readiness for School: Cross-domain Associations for Children Attending Head Start, Social Development, 18(2), 305-323.
Karen M. La Paro & Robert C. Pianta, (2000). Predicting Children’s Competence in the Early School Years: a meta-analytic review. Review of Education Research, 70, 443-484.
Kyle L. Snow, (2006). Measuring School Readiness: conceptual and practical considerations. Early Education and Development, 17(1), 7-41.
Magdalena Janus, & David R. Offord, (2007). Development and Psychometric Properties of the Early Development Instrument: a measure of children’s school readiness. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 39(1), 1-22.
Meeli Pandis, (2001). School Rediness or School’s Rediness? “Thinking Classroom”. International Reading Association and Open Society Institute, 3, 23-28.
M. Simard, M.E. tremblay, A. Lavoie & N. Audet, (2013). Enguete quebecoise sur le developpement des enfants a la maternelle 2012. Quebec, Quebec: Institut de la statistique du Quebec.
Par Jean-Pascal Lemelin, et Michel Boivin, (2008). Mieux reussir des la premiere annee: l’importance de la preparation a l’ecole. Je suis, Je serai, 4(2).
T.J. Sabol, S.L. Soliday Hong, R.C. Pianta & M.R. Burchinal, (2013). Canrating Pre-K Programs predict children’s learning? Science, 341(6148), 845-846.
Robert C. Pianta, W. Stevan Barnet, Margaret Burchinal & Kathy R. Thornburg, (2009). The Effects of Preschool Education: what we know, how public policy is or is not aligned with evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49-88.
Zulfakar, (2020). Understanding about the Teacher as a Flexibel Technicians, International Journal of Multicultural and Multireligious Understanding, 7(3), 193-205.
DOI: http://dx.doi.org/10.18415/ijmmu.v7i7.1764
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.